Open Access Kent State (OAKS)

Three features of electronic texts have been theorized as changing writing and writing instruction: the creation of a seamless flow of text, word publishing as a rhetorical act, and hypertextual writing and thinking. This article argues that these changes also carry implications for how teachers read, respond to, and evaluate student writing. Furthermore, this article stresses the importance of linking practices of writing assessment to these changes in writing processes, products, and teaching.