Further Reading

 

Anson, C. M. (2006). Can’t touch this: Reflections on the servitude of computers as readers. In P. Freitag Ericsson & R. Haswell (Eds.), Machine scoring of student essays: Truth and consequences(pp. 38-56) Logan: Utah State University Press.

 

Beach, R., & Friedrich, T. (2006). Response to writing. Reprinted from C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 222-234). New York: Guilford Press.

 

Blair, L. (2003). Teaching composition online: No longer the second-best choice. Kairos, 8(2). http://english.ttu.edu/kairos/8.2/binder.html?praxis/blair/index.html

 

Black, L. J. (1998). Between talk and teaching: Reconsidering the writing conference. Logan, UT: Utah State University Press.

 

Broad, B. (2003). What we really value: Beyond rubrics in teaching and assessing writing. Logan, UT: Utah State University Press.

 

Breuch, L. A. (2004). Virtual peer review: Teaching and learning about writing in online environments. Albany: State University of New York Press.

 

Cho, K., & ; Schunn, C. D.  (2007).  Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system.  Computers & Education, 48(3), 409-426

 

Cho, K., Schunn, C.D. & Charney, D. (2006). Commenting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts. Written Communication, 23(3), 260-294.

 

Crank, V. (2002). Asynchronous electronic peer response in a hybrid basic writing classroom. Teaching English in the Two-Year College, 30(2), 145-155.

 

Ericsson, P. F., & Haswell, R. (Eds.). (2006). Machine scoring of student essays: Truth and consequences. Logan: Utah State University Press.

 

Ferris, D. R. (2003). Response to student writing: Implications for second language students. Mahwah, NJ: Erlbaum.

 

Flash, P. (2002). Responding to student writing. Retrieved February 3, 2004 from University of Minnesota, Center for Writing Web site: http://cisw.cla.umn.edu/faculty/responding/index.htm

 

Haswell, R.  (2006).  The complexities of responding to students' writing.  Across the Disciplines. http://wac.colostate.edu/atd/articles/haswell2006.cfm

 

Herrington, A., Hodgson, K., & Moran, C. (Eds.).  (2009). Teaching the new writing: Technology, change, and assessment in the 21st-century classroom.  New York: Teachers College Press.

 

Hewitt, B. L. (2000). Characteristics of interactive oral and computer-mediated peer group talk and its influence on revision. Computers and Composition, 17, 265-288.

 

Honeycutt, L. (2001). Comparing email and synchronic conferencing in online peer response. Written Communication, 18(1), 26–60.

 

Kim, L (2004). Online technologies for teaching writing: Students react to teacher response in voice and written modalities. Research in the Teaching of English, 38(3), 304-337.

 

Lee, A. (2000). Composing critical pedagogies: Teaching writing as revision. Urbana, IL: National Council of Teachers of English.

 

Lensmire, T. (2002). Powerful writing, responsible teaching. New York: Teachers College Press.

 

Liu, J., & Sadler, R. W. (2003). The effect and affect of peer review in electronic versus traditional modes on L2 writing. Journal of English for Academic Purposes, 2(3), 193-227.

 

Lipson, C. (2004). Doing honest work in college: How to prepare citations, avoid plagiarism, and achieve real academic success. Chicago: University of Chicago Press.

 

Lu, R., & Bol, L.  (2007).  A comparison of anonymous versus identifiable e-peer review on college student writing performance and the extent of critical feedback.  Journal of Interactive Online Learning, 6(2).  Retrieved January 28, 2008 from http://www.ncolr.org/jiol

 

Melby-Mauer, J. (2003). Using e-mail assignments and online correction in ESL instruction.TESOL Journal, 12(2). 37-8.

 

Mellen, C., & Sommers, J. (2003). Audiotaped response and the two-year-campus writing classroom: The two-sided desk, the "guy with the ax," and the chirping birds. Teaching English in the Two-Year College, 31(1), 25-39.

 

Menager-Beeley, R., & Paulos, L. (2006).Understanding plagiarism: A student guide to writing your own work. New York: Houghton Mifflin.

 

Opdenacker, L., & Van Waes, L.  (2007).  Implementing an open process approach to a multilingual online writing center: The case of “Calliope.” Computers and Composition, 24(3), 247-65.

 

Palloff, R. M., & Pratt, K.  (2009).  Assessing the online learner: Resources and strategies for faculty.  San Francisco: Jossey-Bass.

 

 

Palmquist, M.  (2003). A brief history of computer support for writing centers and writing-across-the-curriculum programs. Computers and Composition, 20, 395–413.

 

Roberts, T. S.  (Ed.). (2006).  Self, peer and group assessment in e-learning.  Hershey, PA: Information Science Publishing.

 

Ruiling, L., Liu, H., Ren, Z. & Allen, D. (2004). Effects of Anonymous e-Peer Feedback vs. Identifiable Member e-Peer Feedback on College Student Writing Performance. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2004 (pp. 676-680). Chesapeake, VA: AACE.

 

Straub, R. (2000). The student, the text, and the classroom context: A case of teacher response.Assessing Writing 7(1), 23-55.

 

Tannacito, T., & Tuzi, R. (2003). A Comparison of E-Response: Two experiences; one conclusion. Kairos, 7(3)

 

Wasley, P.  (2006).  A new way to grade.  Chronicle of Higher Education.  Retrieved January 28, 2008 from http://chronicle.com/free/v52/i27/27a00601.htm

 

Whithaus, C. (2005).Teaching and evaluating writing in the age of computers and high-stakes testing. Mahwah, NJ: Erlbaum.

 

Williams, B. T.  (2007).  Trust, betrayal, and authorship: Plagiarism and how we perceive students.  Journal of Adolescent and Adult Literacy, 51(4), 350-354.

 

Williams, P., & Desmet, C.  (2003).  New computer editor "Emma" makes writing more productive for English students at UGA.  Retrieved January 28, 2008 from

http://www.uga.edu/news-bin/artman/exec/view.cgi?archive=6&num=491

 

Yergeau, M., Wozniak, K., & Vandenberg, P. (2008). Expanding the space of f2f: Writing centers and audio-visual-textual conferencing, Kairos, 13(1)

 

 

Yuan, Y. (2003). The use of chat rooms in an ESL setting. Computers and Composition, 20(2), 194–206.

 

Xie, Y., Ke, F., & Sharma, P.  (2008). The effect of peer feedback for blogging on college students’ reflective learning processes.  The Internet and Higher Education