Karen Spear and Carol Smith - Fort Lewis College
Vestiges of expressivism: Why college writing fails
The paper traces the multiple vestiges of expressivism that students and faculty bring to college writing and argues that expressivism, as an unexamined epistemological position, undermines the stature and effectiveness of college writing.

Bonnie Lenore Kyburz - Arizona State University
Ned Lud in the late age of print: Fear and the folk hero in computer-mediated composition
For many, Ned Lud epitomizes resistance to progress; thus, computer technologies, emblematic of today's "progress," have been considered the primary enemy of the "Luddite." However, the history of Ned Lud reveals that his revolutionary, liberatory actions are more aligned with progressivist work in computer-mediated composition than ordinarily assumed. This paper will explore these possibilities in light of Lud's history and contemporary iterations of "Luddism."

Annette Shumate - Concord College
The virtual spiritual as metaphor in discourse about cyberspace: Speculations and implications
Discourse about cyberspace frequently employs metaphors grounded in spirituality, thus implying unique ways of thinking about computer technology, its potential, and our experience of it. This paper explores possible implications of viewing cyberspace as "the virtual spiritual" and, from a mildly technophobic perspective, applies these observations to writing and teaching.

Klint Hull - Spokane Community College
Recapturing the vital element of live interaction: Pros and cons of synchronous chat in the on-line classroom
This paper will discuss the set-up and implementation of synchronous distance chat (Internet Relay Chat) in a recent on-line technical writing class, and will share results of observations of that class, as well as case-study data from a similar implementation of IRC in another writing class.

Lori C. Brodkin - New Mexico State University
Secondary literacy: Technology and discourse in the intercultural workplace - or - An American in Sweden
How does an American intern working for an international company with over 20,000 employees worldwide use "secondary literacy" to communicate with employees in Germany, China, the Middle East, and Mexico? This presentation will answer this question using the results of a discourse analysis study of e-mail collected over a 13-week period at Adtranz Corporation in Vasteras, Sweden.

Jennifer Hardy Williams - University of California, Irvine
Publishing student writing on the internet and issues of student privacy
Giving students the opportunity to publish their work on the Web can be used to change the concepts of community and authority in the composition classroom. However, what happens when student work is published in such a way that it allows access to any Internet user? This paper will explore recent teaching experience and reflect on both the pedagogical possibilities and privacy issues.

Loel Kim Robinson - Carnegie Mellon University
Teacher persona and on-line communication modalities: Students respond to teacher comments
Thirty-nine freshmen students received on-line teacher comments in both voice and written modalities and responded to them along cognitive and socio-emotive dimensions. Significant teacher differences plus student failure to recognize the same teacher in different modalities suggest that a teacher's persona can vary dramatically depending on the modality.

Jonathan A. Singer - University of California, Irvine
The significance of "netspeak" for composition class discussion lists
This paper will problematize current prevalent attitudes regarding the "liberating" possibilities of Classroon Discussion Lists (CDLs) for composition students and will consider the influence of internet culture and its discourse on students' CDL contributions.

Steve Marti - Arizona State University
What is wrong with this (rhetorical) situation?: Recontextualizing writing by creating hypertext(s) in the composition classroom
Compared with "creative" writing programs, few composition programs are taking advantage of the medium of hypertext. One reason for this is that the decontexualization of the traditional writing classroom has not negatively affected the "creative" writing classroom as much as the composition classroom. This paper will argue that creating hypertext(s) can recontextualize the composition classroom and return a vitality so critical to successful writing.

Barbara Sitko - Washington State University
How new teachers make instructional decisions about technology
The internet, Web, and the corresponding proliferation of databases have had a major impact on instruction about research in introductory composition classes. This paper addresses how teachers make instructional decisions that involve not only writing and word processing, but also technological research skills.

Patricia Wojahn - Robert Morris College
Collaborative writing at a distance: Is the media the message, or is technology transparent?
This paper will discuss results from a study of collaborative writers randomly assigned to use one of several different types of computer technologies to communicate. The study focuses on the nature of communication in collaboration across time and distance, and on the impact of the medium used to communicate.

Rebecca Busker - Arizona State University
Virtual Kairos: Re-thinking electronic bulletin boards
This paper uses the classical notion of kairos to argue for a shift in thinking about asynchronous dialogic on-line discussions which moves away from traditional notions of literacy and orality and begins to explore the unique features of the medium.

Peter Goggin - Arizona State University
Smile when you write that, partner: Flaming as a sociolinguistic lens on literate practices
This paper will demonstrate that aspects of on-line discourse can be viewed through sociolinguistic and rhetorical lenses to gain more understanding and perspective into the overlap/intersection of oral and written communication, and will argue that study in on-line discourse and non-print literate practices may provide new lenses for exploring "traditional" print and oral literate practices.

Maureen Daly Goggin - Arizona State University
Stitching a new strand: Needlework as technology and cross-stitching samplers as literate practice
This paper contributes to our ongoing, crucial project of better understanding the complex terrain of literacy by tracing the history of cross-stitch samplers as a complex literate practice and needlework as a technology.

Elizabeth Hendricks - University of Utah
Writing positions: A post-structuralist critique of competing composition discourses
A Foucauldian analysis of artifacts from the field of composition identified four competing and contradictory discursive formations and patterns within the field. This paper will address how composition discourses construct "good writers," that is how they define a place for the writer from which a particular discursive knowledge and meaning makes the most sense.

Ronald F. Scott - University of Arizona
Escape velocity is a deadly fantasy: Artificial intelligence and subversion in cyberpunk
This paper will examine the ways that cultural texts from advertising, literature, film, and television construct the power of knowledge in the guise of Artificial Intelligence as a means of escaping the body and thereby perpetuating the split between reason and spirit.

Charise Nahm, Octavio Pimental, Edward Buendia - University of Utah
The evils of technology: Marginalizing the other
Technology has made great advances over the years, including the internet network. While the information on the world-wide web is supposedly accessible to everyone, this panel argues that these information services are mostly excluded to third world non-English countries, and even to ethnic people within the first world countries such as the United States.

Laurie George, Maggie McDowell, Larin McLaughlin - University of Washington
Incendiary rhetoric, (ivory) towering infernos, and the wired classroom
Computer-integrated humanities courses that skirt ivory-tower topics of safe academic inquiry and address instead incendiary issues of contemporary culture and technology edge undergraduates into excited and productively anxious engagement with critical thinking and writing.

Greg Glau, Judith Kish, Patricia Murphy - Arizona State University
Basic writers and computers: Imagination, empowerment, and politics
This panel will include the discussion of computers in the context of basic writing classrooms, focusing on three issues: invention practices, writing anxiety, and political questions within the university hierarchy.

Geoff Baker, Brad Lucas, Shawn Fullmer - University of Nevada, Reno
Whose time and space is this anyway? Problems in e-mail, ethics, and teaching
This presentation will cover problems arising from the use of e-mail in the classroom. What conflicts emerge between and among students and instructors? Should instructors participate in such discussions? What are the ethical consequences of using this medium to study student discussions?

Joe Calabrese - University of Nevada, Reno
A hateful web: What students make of internet hategroup sites
When students in a variety of classes such as Introduction to Language, American Literature and Culture, Minority Experience, and Investigative Writing encounter the raw fact of racism on the internet, they think, talk, and write as though something were at stake. The introduction of "unsponsored" racial material closes the distance between school and life that often detaches writers from their own work.

Allene Cooper - Arizona State University
Targeting beginning users: Progressive education ideology and the introductory document production
While technical communication may often seem skills-based and essentialist, the principles and ideology of progressive education can and should be applied to technical writing classes. Application of pragmatic philosophical principles will be demonstrated by describing activities of a document production course where natural, context-based learning is emphasized.

Elenore Long - Robert Morris College and Pittsburgh Community Literacy Center
Literacy and technology in an inner-city housing project: Rebuilding conditions for hope
STRUGGLE is a collaborative, technology-supported writing process. This paper is grounded in a case study involving residents of Steadford Dwellings, one of Pittsburgh's Hope 6 Initiatives, a public housing community undergoing extreme changes. It examines the uses to which community residents put the STRUGGLE project - and, in particular, its computer-based writing environment - during this time of transition.

Will Hochman - University of Southern Colorado
Elements of e-mail: A creative learning pedagogy in process
This paper is intended to encourage writing teachers to consider some of the specific ways e-mail makes learning creative and informative. Discourse analysis based on research and teaching will be presented to show how teachers may effectively employ e-mail in their learning processes.

Linn Bekins - University of Utah
Connecting language, literacy, and technology: How user strategies translate into complex literate acts
This paper will explore the influence of sociocultural and political relations on electronic literacy and to discuss what it means to be literate from a sociocultural perspective. A case study of how three individuals from different disciplines appropriated technology as a tool to meet their literacy needs will be presented.

Robyn A. Hill - University of Utah
Technology in the foreign language classroom
This paper will examine the progression of the use of technology in the foreign language classroom. Particular attention will be paid to the use of computers and the Internet. The paper will conclude with speculation about new technological advances that may impact language education in the future.

John-Charles Duffy - University of Utah
Computers and community: Reflections from a Third World village
This paper will describe experiences in helping set up a computer center in a Third World community to argue that, contrary to claims made by many composition theorists, computer technology reinforces inequity to a degree that defies containment.

Richard B. McDonald - Utah Valley State College
Computer discussions: Finding a voice for students, while saving your own
This paper deals with the usefulness of computers for facilitating group discussions of content readings within a course. Transcripts of class computer discussions and listservs will demonstrate the benefits associated with incorporating computer discussion into one's classroom.

Suchoon Mo - University of Southern Colorado
Economic analysis of the distinction between composition and reading
The assumption that a student is a consumer of educational technologies is in contradiction to the assumption that education is for production, not consumption, of knowledges. Scholastic achievement is inhibited in the consumer oriented market. Implications arising from this analysis will be discussed.

Peter Caster - Oregon State University
Student writing as literature: Dissolving textual boundaries of author-ity with the assistance of technology
If the medium is the message, then writing teachers need to take a critical look at the different media by which they present writing by students and reading for students. We can integrate computer technology into existing writing pedagogies to reconstruct distinctions between student and author-ized writing.

Nichole Evans - Brigham Young University
Mind the gap: The shifting face of audience in the electronic classroom
Publishing on-line greatly affects student perceptions of audience, causing a shift from formal to more informal academic prose. Specifically, changes in organization, voice, and grammatical conventions characterize this informality. This paper examines the rhetoric of publishing on-line, and ways teachers can address changes in student writing.

Chris Werry - Carnegie Mellon University
Imagined electronic communities: Representations of virtual community in contemporary business discourse
This paper will discuss ways in which on-line community has been understood and represented within the discourse of business texts dealing with Internet commerce. It describes how attempts to construct (and profit from) various forms of community can be seen in relation to a wider set of tendencies to structure and order the internet, and addresses how within recent business texts on-line community has become a way of imagining a utopian frictionless capitalism.

Tiffany Winman - Arizona State University
The promises and challenges of teaching hypertext in the electronic composition classroom: Is there a (hyper) text in this class?
This presentation will discuss experiences composing a hypertext project in a freshman composition course. Students revised first versions considerably after theorizing the project further and focused on organization and integration of various types of content to accommodate for multiple reading styles.

Nanci Werner-Burke - Indiana University of Pennsylvania
Underneath the hyper-hoopla: What are students really doing with electronic communication?
The debate over technology in educational institutions often centers on theoretical implications and possibilities surrounding computers and their use. This presentation provides data about what many middle school and secondary students are actually doing with e-mail, IRC, and hypertext. Results of a recent survey and interviews are presented, along with discussion and conclusions.

Richard Hansberger - University of Arizona
Whither on the web?
This presentation will discuss the work students do in creating web sites that represent their research interests as they explore and write researched argumentative essays. This kind of hyper-literacy, so to speak, provides students with an invigorating sense of audience but it also presents both pedagogical and theoretical problems.

Mary Specker Stone - Arizona State University
On-line literate practices of health consumers: A preliminary case study of composing processes and rhetorical features
The goal of this preliminary case study is to develop a framework for investigating on-line health discourse practices, specifically ways to understand how these practices impact individuals' identities, their sense of control, the decisions they make about healthcare providers and treatment, and the meanings they attribute to illness and health experiences.

Charles A. Hill - University of Wisconsin, Oshkosh
Hypertext, argumentation, and dialogue
Despite recent assertions to the contrary, there is a necessarily linear aspect to most naturally occurring argumentation, and this makes hypertext an ineffective medium for individual arguments. However, constructive hypertexts allow for multiple. conflicting voices, and instructors can use these types of hypertexts to demonstrate to students the dialogic nature of argumentative discourse.

Ellen Strenski - University of California, Irvine
On-line reading between the lines: Using the creative imagination to search for and critically evaluate internet information
Librarians and computer scientists are competing in an information technology land rush to teach critical evaluation of on-line information. We must conspicuously assert our own professional expertise and responsibility to teach these new internet survival skills of "quality filtering" which are nothing new: digital literacy transfers interpretive practices of reading literary texts to reading on screen.

Shane Borrowman - University of Arizona
Ethics and extremism: Off the web and in the classroom
Students are naturally interested in extremist discourse. Such discourse is easily found on the web, and it can engage students when brought into the classroom while still allowing such skills as close reading to be taught. Extremist discourse also pushes students and instructors into discussions concerning ethics.

Cindy Nahrwold - New Mexico State University
Evaluation issues in electronic collaborative scholarship
From a descriptive and not a prescriptive standpoint, this presentation will discuss suggestions for evaluating electronic collaborative scholarship - suggestions drawn from both nonacademic and academic sources.

Julie Robinson - Arizona State University
Techno-homework: Composition teacher grades Webnotes
College freshmen and computers. A techno-dream brings computer literacy and a community of writers together in Webnotes. This paper explores the praises, the pitfalls, and how to avoid obstacles when assigning composition homework on the World Wide Web.

Gian Pagnucci, William Macauley - Indiana University of Pennsylvania
Project ETC: A tour of the electronic teaching collaborative
This presentation will be a guided tour of the Project ETC (Electronic Teaching Collaborative) web site, created to address difficulties in doing collaborative academic work, discussing its origin, development, and design. Afterwards, participants will brainstorm collaborative academic projects for posting at the site.