Web writing : why and how for liberal arts teaching and learning / Jack Dougherty and Tennyson O'Donnell, editors.

Includes bibliographical references.

Introduction - Jack Dougherty and Tennyson O'Donnell – Communities -- Sister Classrooms: Blogging Across Disciplines and Campuses - Amanda Hagood and Carmel Price -- Indigenizing Wikipedia: Student Accountability to Native American Authors on the World's Largest Encyclopedia - Siobhan Senier -- Science Writing, Wikis, and Collaborative Learning - Michael O'Donnell -- Cooperative In-Class Writing with Google Docs - Jim Trostle -- Co-Writing, Peer Editing, and Publishing in the Cloud - Jack Dougherty – Engagement -- How We Learned to Drop the Quiz: Writing in Online Asynchronous Courses - Celeste Tuong Vy Sharpe, Nate Sleeter, and Kelly Schrum -- Tweet Me A Story - Leigh Wright -- Civic Engagement: Political Web Writing with the Stephen Colbert Super PAC - Susan Grogan -- Public Writing and Student Privacy - Jack Dougherty -- Consider the Audience - Jen Rajchel -- Creating the Reader-Viewer: Engaging Students with Scholarly Web Texts - Anita M. DeRouen -- Pulling Back the Curtain: Writing History Through Video Games - Shawn Graham -- Crossing Boundaries -- Getting Uncomfortable: Identity Exploration in a Multi-Class Blog - Rochelle Rodrigo and Jennifer Kidd -- Writing as Curation: Using a 'Building' and 'Breaking' Pedagogy to Teach Culture in the Digital Age - Pete Coco and M. Gabriela Torres -- Student Digital Research and Writing on Slavery - Alisea Williams McLeod -- Web Writing as Intercultural Dialogue - Holly Oberle -- Citation and Annotation -- The Secondary Source Sitting Next To You - Christopher Hager -- Web Writing and Citation: The Authority of Communities - Elizabeth Switaj -- Empowering Education with Social Annotation and Wikis - Laura Lisabeth -- There Are No New Directions in Annotations - Jason B. Jones

The essays in Web Writing respond to contemporary debates over the proper role of the Internet in higher education, steering a middle course between polarized attitudes that often dominate the conversation. The authors argue for the wise integration of web tools into what the liberal arts does best: writing across the curriculum. All academic disciplines value clear and compelling prose, whether that prose comes in the shape of a persuasive essay, scientific report, or creative expression. The act of writing visually demonstrates how we think in original and critical ways and in ways that are deeper than those that can be taught or assessed by a computer. Furthermore, learning to write well requires engaged readers who encourage and challenge us to revise our muddled first drafts and craft more distinctive and informed points of view. Indeed, a new generation of web-based tools for authoring, annotating, editing, and publishing can dramatically enrich the writing process, but doing so requires liberal arts educators to rethink why and how we teach this skill, and to question those who blindly call for embracing or rejecting technology