This exploratory study was designed to assess the experience of preservice teachers when integrating written language technology and their likelihood of applying that technology in their future classrooms. Results suggest that after experiencing technology integration, preservice teachers are more likely to use it in their future teaching.

This article describes a study of how students use first person pronouns in papers written for undergraduate courses in multiple disciplines. If prompted, students imitate some of the ways experts use first person to establish their authority; but just as often students use first person pronouns to express uncertainty or to reveal that they have…

This study examines the writing of 30 engineering students, faculty response, students' reading of the response, subsequent revision, and faculty evaluation to ask what factors contribute to constructive conversation about writing. It affirms previous research that suggests engineering faculty do not provide the facilitative commentary widely…

"Developing and Assessing an Online Research Writing Course" discusses how the Writing Program at the University of California at Santa Barbara (UCSB) created a hybrid, online research writing course, Writing 50, and assessed that course. The assessment, which is at the center of this piece, was dovetailed with assessment literature in…

The struggle in the composition community regarding the place of personal narrative in academic writing became particularly acute for a class of undergraduate Critical Writing students undertaking ethnographic work. By mid-semester, students had read and produced a series of texts about culture and found themselves reading and writing about…