“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?”

“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...”

“Throughout all of the changes that have happened in my life, one of the priorities I've had is to never change the way I write songs and the reasons I write songs. I write songs to help me understand life a little more. I write songs to get past things that cause me pain. And I write songs because sometimes life makes more sense to me when it's being sung in a chorus, and when I can write it in a verse.”

“Write. Start writing today. Start writing right now. Don’t write it right, just write it –and then make it right later. Give yourself the mental freedom to enjoy the process, because the process of writing is a long one. Be wary of “writing rules” and advice. Do it your way.”

“Poets write magistic and compelling words on paper. But authors, they write magistic and compelling words on souls.”