| Series Foreword | p. ix |
| Introduction | p. 1 |
| Issues in Using Technology in the L2 Composition Classroom | p. 9 |
| Theoretical Concerns in the Use of Technology | p. 9 |
| The Relationship between Theory and Practice | p. 9 |
| Technological Literacy and Print Literacy | p. 10 |
| Multiple Print and Digital Literacies | p. 12 |
| Technology as a Form of Literacy | p. 14 |
| Issues Affecting the Use and Implementation of Technologies | p. 20 |
| Interactivity in Technology Use | p. 20 |
| Technology and Composition Theory | p. 23 |
| Technology and Language Learning | p. 26 |
| Technology and Intercultural Rhetoric | p. 30 |
| Authorship and Technology | p. 34 |
| Training and the Implementation of Technology in the L2 Composition Classroom | p. 41 |
| The Potential of New Technologies | p. 47 |
| Word Processing | p. 49 |
| Writing and Computer Networks | p. 55 |
| Writing and the Internet | p. 56 |
| Writing Hypertexts | p. 58 |
| Visual "Literacy" | p. 63 |
| Computer-Mediated Discourse (CMD) | p. 66 |
| CMD as a Writing Space | p. 66 |
| Blogging in a Second Language | p. 72 |
| Corpus Linguistics and the Teaching of Grammar | p. 80 |
| The Systemic View of Technology | p. 85 |
| A Critical View of Technology | p. 88 |
| Integrating the Computer and the Internet | p. 97 |
| Integrating the Computer and the Internet | p. 97 |
| Understanding Student Computer Use | p. 97 |
| Digital Writing and a Sense of Place | p. 100 |
| Technology and the Writing Process | p. 101 |
| Using the Internet to Extend the Composition Classroom | p. 103 |
| Putting Class Materials Online | p. 104 |
| Integrating Outside Websites into the L2 Composition Classroom | p. 106 |
| Integrating Writing and Hypertext | p. 110 |
| Teaching about the Visual Nature of Hypertext | p. 113 |
| Teaching about the Composing Process Using Hypertext | p. 116 |
| Responding to the Audience | p. 117 |
| Creating Rhetorical Ethos | p. 121 |
| Evaluating Websites as Source Texts | p. 124 |
| Computer-Mediated Discourse in the L2 Composition Classroom | p. 130 |
| Choosing among Different Forms of CMD | p. 130 |
| Using Synchronous Discourse in the L2 Composition Classroom | p. 134 |
| Designing or Choosing a Space for the Writing Classroom | p. 137 |
| The Nature of Synchronous Discourse in the L2 Composition Classroom | p. 138 |
| Using Asynchronous Discourse in the L2 Composition Classroom | p. 145 |
| Using Email in the L2 Composition Classroom | p. 146 |
| Blogging in the Composition Classroom | p. 154 |
| Setting Up Blogs for a Composition Class | p. 156 |
| Remediating Problems with the Use of CMD in the Classroom | p. 169 |
| Corpus Linguistics in the L2 Classroom | p. 178 |
| Goals for Using Concordance Programs | p. 178 |
| Teaching Vocabulary and Grammar Using Concordance Programs | p. 180 |
| Implementing Concordance Programs in the Composition Classroom | p. 188 |
| The Nature of Concordance Program Interfaces | p. 191 |
| Remediating the Concordance Program | p. 193 |
| The Design of Corpora | p. 194 |
| Redesigning the User Interface | p. 196 |
| A Final Word | p. 204 |
| References | p. 215 |
| Subject Index | p. 243 |
| Author Index | p. 251 |
| Table of Contents provided by Ingram. All Rights Reserved. |
