“I argue here and throughout this book that if we engage students in real writing tasks and we use technology in such a way that it complements their innate need to find purposes and audiences for their work, we can have them engaged in a digital writing process that focuses first on the writer, then on the writing, and lastly on the technology” (8).”

“Does doing something old with new technology mean that I’m teaching with technology and that I’m doing so in a way as to really improve the reading and writing skills of the students in my classroom?” (2007, 214). Her answer, as well as mine, would be no. When we simply bring a traditional mind-set to literacy practices, and not a mind-set that understands new literacies (an idea developed by Colin Lankshear and Michele Knobel, which I elaborate on later) into the process of digital writing, we cannot make the substantive changes to our teaching that need to happen in order to embrace the...”

“What, then, are some of the shifts that have happened in our understanding of the composing process that make a focus on digital writing in the writing workshop that much more compelling?”

“eBooks are just digital copies of analog books. Convenient, yes. But we have the technology now to rethink what a book is.”

“Why do we writers write? Is it because we have something to say, or is it because we just do? I write because I can, because I just do, and because I am a writer, and so I write.”

“Real writers are those who want to write, need to write, have to write.”