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Article by Lynda Haas, PhD
"I've been teaching composition at the college level since 1984, and have had the pleasure of working with students at several different institution types: a community college, a private college, and a research university. For 10 years, I served as writing program administrator at the University of California - Irvine, responsible for facilitating required first-year writing courses and for training new graduate students to teach composition. The first-year writing class is truly a rite of passage, a common experience for thousands of college students across the country every year.
Increasingly, part of that experience is learning to use technology as a foundation for the writing process. Since the national council of Writing Program Administrators published student learning outcomes that include "Composing in Electronic Environments," I've been experimenting with ways to include digital literacy as part of my composition pedagogy. For the past four years, I've conducted my writing classes with no papers or books—although the classes are "traditional" in that we meet at the same time each week in a classroom, all the reading, writing, and process work for the class is performed digitally.
In a typical class, students come with their laptops or tablets and I project from the classroom podium an assignment they previously completed online—sometimes it's a grammar module from McGraw-Hill's Connect Composition, other times it may be a peer review activity they completed online before class or paragraphs from a collaborative project they've been writing in groups."