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ENGLISH

Reading Images on the World Wide Web
by Marguerite Helmers, UW Oshkosh

Much attention has been given to website evaluation rubrics of late, but students and teachers frequently overlook the role images and site design play when assessing online resources. Helmers suggests that "graphics, color, sequence, and placement--the elements of the interface itself--are significant to conveying information about the author, subject, and veritibility of the pages." She offers some suggestions for evaluating images and symbols in web-based environments. (Jan. 2003)

The Hatching of an OWL: The Development of the UW-Colleges Online Writing Lab
by Sara Moellendorf, OWL Director, and Prof. Greg Ahrenhoerster, Department of English, UW-Waukesha

Learn about the genesis and structure of the Online Writing Lab, which serves an expanding clientele of students at all UW-Colleges campuses. Moellendorf and Ahrenhoerster also discuss the particular benefits and challenges of providing writing assistance in an online format.

E-learning is Work(ing)
by Dr. Linda H. Straubel, Department of English, UW-Rock County

Writing instructor Linda Straubel argues, "Even the most cursory review of articles on writing and e-learning reveals that, despite its enormous momentum, computer-enhanced teaching still has its naysayers." Straubel examines some of the prevailing criticisms of e-learning and describes her own efforts teaching hybrid courses. In Straubel's experience, computer-enhanced sections of her composition courses have actually performed better than traditional sections. She examines some of the reasons for this outcome. (May 2001)

Computing, Composing, Communicating: A Conversation with Peter Sands
by Jennifer Smith, TTT Editor

Peter Sands, Asst. Prof. of English at UW-Milwaukee, reflects on how computers can be used effectively in the teaching of writing and how the computer revolution has -- or hasn't -- changed the act of writing. Sands offers an optimistic, engaged, and measured view of the intersection of writing and computing, urging us all to be critical users of technology. (Oct. 2000)

Broadening the Dialogue: UW-Stout's Diversity Connections Program uses Technology to Expand Students' Experiences
by Jennifer Smith, TTT Editor

Discussion of distance education abounds in today's academic world. But how about "closing-the-distance" education? Two innovative, enthusiastic professors from UW-Stout have found a way to bring students together, increase diversity, and expand the academic dialogue through their new Diversity Connections Project. As co-directors, Dr. Brian Fitch and Dr. Alec Kirby not only share their subject areas with their students, but connect them with peers at other colleges in the U.S. through two-way video and the Internet. In this way, UW-Stout students are able to learn with their peers at colleges demographically and culturally different from their own. (June 2000)

English in the Computer Classroom
Professor Cheryl Prentice
Department of English, UW-Superior

At UW-Superior, all of the English 099 classes (Developmental English) meet in a networked computer classroom. As coordinator of the developmental English program, Professor Prentice decided to teach in the computer classroom after exploring its possibilities and considering how they related to current theory and practice in the teaching of composition. Professor Prentice believes the nature of discourse is being formed and modified by computers, and that students need to be familiar with these forms and to have an opportunity to help shape this discourse.

The Teaching with Technology Today project consists of a web-based NEWSLETTER and WISLRNTEC, a companion listserv where members discuss technology, pedagogy, and student learning. TTT was instigated by the UW Learning Technology Development Council; it receives significant support from UW-Extension's Division of Continuing Education.