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It critiques the assumption that required weekly posts produce meaningful critical thought and peer interaction. Drawing on research on teens, digital divide theory, and orality studies, it frames online participation as a contested literacy practice shaped by virtual spaces, perceived boundaries between classroom and outside life, and shifting understandings of writing versus communication.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/paperless-writing-in-world-literature-i-can-students-see-the-forest-without-writing-on-the-trees/597769/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/paperless-writing-in-world-literature-i-can-students-see-the-forest-without-writing-on-the-trees/597769.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-18","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do instructors face resistance when students navigate academic websites and express themselves online?","Question",{"text":112,"@type":113},"Many students treat online communication as something separate from writing, leading to minimal critical thought and limited follow-up engagement with peers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"According to research cited in the text, how do teens relate e-communication to writing?",{"text":117,"@type":113},"The text reports that teens disassociate e-communication from writing and do not believe that internet communication constitutes writing.",{"name":119,"@type":110,"acceptedAnswer":120},"What theoretical perspectives does the essay use to explain changes in literacy and writing?",{"text":121,"@type":113},"It connects the “digital divide” to gaps in critical technological literacy, incorporates ideas about orality versus writing, and discusses how new media multiplies different “realities,” shaping how students imagine virtual participation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597769,1792316933,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Paperless Writing in World Literature I: Can Students See the Forest without Writing on the Trees?  \nCHRISTINE HOFFMANN  \nUniversity of Arkansas  \n―A tedious brief scene of young Pyramus  \nAnd his love Thisby; very tragical mirth.‖  \nMerry and tragical? Tedious and brief?  \nThat is hot ice and wondrous strange snow.  \nHow shall we find the concord of this discord?  \n-Theseus, A Midsummer Night’s Dream  \nThe social networking site Facebook currently records 400 million active users.1 IDC reported that a quarter of the world‘s population regularly used the internet in 2008. 85% of teens use social networks for messaging, according to a 2008 Pew Internet and American Life Report.2 Meanwhile the Blackboard Learning System is, according to its website,―the most widelyadopted course management system among U.S. postsecondary institutions.‖  \nAs a teaching assistant I have attempted repeatedly to integrate Blackboard‘s discussion board feature as an extension of the classroom environment, inviting and indeed requiring students to post weekly responses to their course reading assignments. While a respectable number of students post articulate, developed insights, many responses reveal minimal critical thought. In addition, few students write in direct response to the postings oftheir peers, and fewer return to the board to post a second or third time. As easy as it is for students to navigate the web during their free time, and as eager as they are to express themselves through social  \nnetworking websites, text messages, and instant messenger, why do instructors encounter such resistance to navigation and self-expression on academic-themed websites?  \nAnother Pew Internet study provides a possible answer. The 2008 report,―Writing, Technology and Teens,‖ finds that ―teens disassociate e-communication with ‗writing ‘‖ and that ―[e]ven though teens are heavily embedded in a tech-rich world, they do not believe that communication over the internet…is writing‖(i-ii) . As teachers of English and composition, weare faced with a rather daunting question: what is writing, then, if/when it is not communication? When we require students to write on discussion boards, do we get exactly what we ask for—writing, not communication? To borrow a question Kathleen Blake Yancey asked in 2004,―How is it that what we teach and what we test can be so different from what our students know as writing? What is writing, really?‖(298) .  \nConsidering these questions means entertaining the very real possibility that the proliferation of electronic technologies have created what Stephanie Vie calls a ―Digital Divide‖  \n(13), in which ―students possess technological know-how and access to computers but lack critical technological literacy skills‖(10) . Cynthia Selfe suggests that ―[b]y paying critical attention to lessons about technology, we can re-learn important lessons about literacy. It is the different perspective on literacy that technology issues provide us that can encourage such insights‖(419). Part of this different perspective involves what Walter Ong, as early as 1982, identified as ―a new awakening …to the orality of speech‖(17) and a recognition of writing as ―an imperialist activity‖(12) . And yet, at that time, any newfound attention to or appreciation of orality as orality,―words …totally dissociated from writing‖ was, according to Ong, impossible:  \nThe words keep coming to you in writing, no matter what you do. Moreover, to dissociate words from writing is psychologically threatening, for literates‘ sense of control over language is closely tied to the visual transformations of language: without dictionaries, written grammar rules, punctuation, and all the rest ofthe apparatus that makes words into something you can ―look‖ up, how can literates live? (14)  \nAlmost three decades later, the internet generation has come ever closer to the kind of dissociation Ong assumed could never be complete. How they have managed to do so is the first questio","cbCaiaH1MrO9YHsX","https://ap.wps.com/l/cbCaiaH1MrO9YHsX","pdf",296444,18,"English","# Paperless Writing in World Literature I\n## Student resistance and limited critical thought\n## Writing, communication, and digital literacy","[{\"question\":\"Why do instructors face resistance when students navigate academic websites and express themselves online?\",\"answer\":\"Many students treat online communication as something separate from writing, leading to minimal critical thought and limited follow-up engagement with peers.\"},{\"question\":\"According to research cited in the text, how do teens relate e-communication to writing?\",\"answer\":\"The text reports that teens disassociate e-communication from writing and do not believe that internet communication constitutes writing.\"},{\"question\":\"What theoretical perspectives does the essay use to explain changes in literacy and writing?\",\"answer\":\"It connects the “digital divide” to gaps in critical technological literacy, incorporates ideas about orality versus writing, and discusses how new media multiplies different “realities,” shaping how students imagine virtual participation.\"}]","Paperless Writing in World Literature I - Can Students See the Forest without Writing on the Trees? | PDF",1792085670,28]