The key question
addressed in Teaching Writing with Computers is, quite simply, "How
can and should writing teachers effectively incorporate writing technologies
into their curriculum?" (5). With such a question (and focus of this
collection) in mind, the editors originally facilitated contributions with a
simple query: "Knowing what you know about teaching with writing
technologies, what would you want new teachers to know about these
The essays contained in this collection, then, seek to answer such a query as they collectively inform, explain, and guide newcomers through issues related to physical/virtual boundaries (Yancey, Blythe, Hawisher and Selfe), issues related to gender (Tulley and Blair, Hawisher and Selfe), issues related to visual literacy/rhetoric/media (Gruber, Wysocki, Hocks), and issues related to the assessment of computer-mediated assignments (Moran and Herrington, Anson).