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ncreasingly, classes and programs in writing require that students compose digitally. Such writing occurs both in conventional “face-to-face” classrooms and in classes and programs that are delivered at a distance. The expression composing digitally” can refer to a myriad of practices. In its simplest form, such writing can refer to a “mixed media” writing practice, the kind that occurs when students compose at a computer screen, using a word processor, so that they can submit the writing in print (Moran). Such writing may not utilize the formatting conventions such as italics and bold facing available on a word processor; alternatively, such writing often includes sophisticated formatting as well as hypertextual links. Digital composing can take many other forms as well. For example, such composing can mean participating in an online discussion through a listserv or bulletin board (Huot and Takayoshi). It can refer to creating compositions in presentation software. It can refer to participatingin chat rooms or creating webpages. It can mean creating a digital portfolio with audio and video files as well as scanned print writings. Most recently, it can mean composing on a class weblog or wiki. And more generally, as composers use digital technology to create new genres, we can expect the variety of digital compositions to continue proliferating.

When we use the term “digital writing,” we refer to a changed writing environment—that is, to writing produced on the computer and distributed via the Internet and World Wide Web. We are not talking about the computer as a stand-alone machine for writing; although that particular technological development has indeed changed the writing process, the computer itself as a stand-alone machine is not revolutionary in the sense we mean. Rather, the dramatic change is the networked computer connected to the Internet and the World Wide Web. Connectivity allows writers to access and participate more seamlessly and instantaneously within web spaces and to distribute writing to large and widely dispersed audiences.

igital storytelling has changed Butterfield’s classroom. “Students quickly become invested in their classmates’ stories. The sense of collaboration enhances the writing community. Revision is given true purpose a

Overall, nearly two-thirds of teens (64%) say they incorporate some informal styles from their text-based communications into their writing at school.

Teens are motivated to write by relevant topics, high expectations, an interested audience and opportunities to write creatively.

eens who communicate frequently with friends, and teens who own more technology tools such as computers or cell phones do not write more for school or for themselves than less communicative and less gadget-rich teens.