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dc.creatorJesson, James
dc.creatorNormand, Paige
dc.creatorSaathoff, Andrea
dc.date.accessioned2017-10-26T16:16:47Z
dc.date.available2017-10-26T16:16:47Z
dc.date.issued2008
dc.identifierdoi:10.15781/T2GF0NC34
dc.identifier.urihttp://hdl.handle.net/2152/62267
dc.descriptionAs writing centers adapt to the influx of students with nontraditional writing assignments, such as hypertexts and other digital creations, the response of consultants and administrators has often been a somewhat defensive one. To some extent, writing centers must see new technology from this type of reactionary perspective: students bring in writing projects that their instructors assign, and consultants respond as best they can to meet the students’ writing needs. But writing centers are in the unique position to take a lead role in developing technologically aided approaches to education. Therefore, in the face of adapting to the challenges of these new forms of writing, we have taken a proactive role in teaching students to write in digital environments. Using writing center methods and philosophy in a classroom environment, we have found that we can empower students to express themselves in digital media and, in the process, improve their writing in more traditional text-based forms.en_US
dc.language.isoengen_US
dc.relation.ispartofPraxis: A Writing Center Journalen_US
dc.relation.ispartofseriesPraxis: A Writing Center Journal;Vol 6, No 1
dc.subjectJessonen_US
dc.subjectNormanden_US
dc.subjectSaathoffen_US
dc.subjectpagecastingen_US
dc.titlePagecasting in the UWC: Writing, Digital Media, and Communtiy Outreachen_US
dc.typeArticleen_US
dc.description.departmentUniversity Writing Centeren_US
dc.rights.restrictionOpenen_US


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