Computers & Writing 2002 126 Computers & Writing 2002 125 Kathleen Ashman Student Collaboration and Hypertext Examples of student webzine writing will highlight how collaborative work contributes to knowledge making in the composition classroom and how hypertext and webzines are a natural medium to showcase this student knowledge. Jay Szczepanski But I’ve Never Taught a Zine Before: Technical Help for First-Time Zinesters A tutorial to acquaint first-time teachers with the basic ingredients of a student webzine, this portion of the panel will address the technical aspects of such a project, including software and design issues. Ormond H. Loomis From Carbon Copies to Web Zines: Trends and Issues in Publishing Students’ Writing This presentation will review antecedents to online anthologies of stu- dents’ writing, review current examples of online publications, and consid- er issues in composition pedagogy such as copyright, privacy, and readership and cost. Terra Williams Teaching the Research Paper as a Webzine this presentation will address the following questions: What skills might writing a Webzine foster? Are Webzine research projects as intimidating to students as traditional research papers? Does writing a Webzine make stu- dents more enthusiastic about doing research and writing about what they discover? How should we assess Webzine writing? Why Not Write Hypertext?: Web Zines for First-Year Writing 347B Stevenson Moderator: Ormond H. Loomis 4:15 - 5:30 Panel J.7 Jeanette Jeneault Getting it Write: Peer Collaborations in Online Writing Courses Peer collaboration in an online writing course presents many difficulties. While teachers can adjust their style for online communication and especially writing coaching quite successfully, our students tend to have more of a struggle. Without the other person in the room with them, many seem less committed and willing to help. This session will suggest ways to encourage the highest levels of collaboration among even the more resistant. James Donelan Course Design Strategies for Computer Assisted Interactive Writing Classes Instructors of computer assisted interactive writing courses can increase their chances of success by using three kinds of curriculum design strate- gies: sequential, process-oriented assignments, integration of synchronous and asynchronous communication, and directed group interaction. L. Lennie Irvin Reflecting on Reflections - The Central Role Reflection Plays in Teaching Writing in a Computer Networked Environment Reflection has long held a valued place for teachers of writing to help stu- dents come to terms with their own learning. In a computer environment, reflection takes on added dimensions because of the ease with which stu- dents can share text and observe each other’s writings. While outlining the special features of reflection in a computer environment, this paper will focus on the practice and particular benefits of students sharing reflective pieces with each other. http://www.accd.edu/sac/english/lirvin/lirvin.htm Saturday Panel J.6 4:15 - 5:30 Collaboration and Curriculum Design in   Computer-Based Writing Courses 347A Stevenson Moderator: L. Lennie Irvin