Change:  What learning outcomes will I need to add to the course in order to incorporate the web assignment? What criteria will I use to grade the assignment? Institutional/departmental expectations and requirements questions How much can I depart from more traditional genres of writing and still meet departmental/institutional expectations? Genre   View changes from previous version. (Word count: 551)

Change: Edwards (see below)Edwards(2005) and their discussion of students' "insider knowledge" which they define as "knowledge about how discourse works on the world Wide Web" (p. 206). This knowledge, McKee and Edwards argue, shapes how students conceptualize/ write their web pages.Technical questions How comfortable am   View changes from previous version. (Word count: 558)

Change: "2. We"We should cultivate an awareness of and receptivity to hybrid, changing genres both in ourselves and in our students..." ( p. 214) 3. We should foster awareness of the multiple, overlapping influences on the composition of web texts" (p. 215). For those who are   View changes from previous version. (Word count: 559)

Change: " 1. We should acknowledge students' expertise in understanding, navigating, and composing in Web genres while also sharing our own expertise in analyzing and understanding genres..." ( p. 213). (They explain that students' "insider knowledge" often contrasts with the instructor's "insider knowledge,". They found that students' interests?web pages   View changes from previous version. (Word count: 721)

Change: How much can you depart from more traditional genres of writing and still satisfy departmental/institutional guidelines? For some guidelines, I turn here to McKee and Edwards and their article " The teaching and   View changes from previous version. (Word count: 534)

Change: (best practices--summarize from mckee??) annotated sources)taimi--what I use and critique; use of est. criteria, possible additions. grading online. what extra stuff we teach. graphic organization, visual analysis, what they can use. )ResourcesEdwards, M. & McKee, H. (2005). The teaching   View changes from previous version. (Word count: 525)

Change: For more on this topic, turn to McKee and Edwards (see below) and their discussion of students' "insider knowledge" which they define as "knowledge about how discourse works on the world Wide Web" (p. 206). This knowledge, McKee and Edwards argue, shapes how students conceptualize/ write their web pages. And   View changes from previous version. (Word count: 527)

Change: " 1. We should acknowledge students' expertise in understanding, navigating, and composing in Web genres while also sharing our own expertise in analyzing and understanding genres...2. We should cultivate an awareness of and receptivity to hybrid, changing genres both in ourselves and in our students... 3. We   View changes from previous version. (Word count: 379)

Change: taimi--what I use and critique; use of est. criteria, possible additions. grading online. what extra stuff we teach. graphic organization, visual analysis, what they can use. )ResourcesHere is an online list of various evaluation standards for writing   View changes from previous version. (Word count: 69)

Change: (best practices--summarize from mckee??)ResourcesHere is an online list of various evaluation standards for writing and digital writing (including the NCTE writing standards and the ALA information literacy standards: http://digitalwriting.pbwiki.com/Standards+related+to+digital+writing   View changes from previous version. (Word count: 40)