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Section V, "Assigning and Assessing Student Writing," opens with "Variations on a Theme: The Technology Autobiography as a Versatile Writing Assignment" by Karla Kitalong, Michael Moore, Tracy Bridgeford, and Dickie Selfe, and it includes Chris M. Anson's "Responding to and Assessing Student Writing: The Uses and Limits of Technology." Both chapters, one very specific and the other with more general advice, guide us through issues surrounding assignment design and assessment when "traditional" student work is challenged in computer-supported environments.

Additionally, Charles Moran and Anne Herrington add to this final section their chapter "Evaluating Hypertext Writing." The assumption here, and with all of the chapters in this final section, is that traditional rubrics do not apply to hypertexts. Moran and Herrington provide a list of criteria that may guide us toward designing our own rubrics and, relying on their experience as veterans in technology-rich classrooms, they offer final suggestions based on what they have learned over the years. Theirs is a nice capstone to a fine collection of works by various specialists in the field of computers and composition.

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