Many in the field of Composition and Rhetoric are currently considering the role blogging might play in the writing classroom. However, because blogging is a highly adaptable and continually evolving genre, determining this role depends on the pedagogical approach one adopts and the kind of blogging one has in mind.

This webtext examines the pedagogical relevance of blogging from the perspective of those committed to place-based pedagogies. For them, the most pressing concern is, "In what ways can blogging help foster a deeper sense of place and encourage reflection on the relationship between place and identity?" The bloggers associated with the Ecotone website provide a useful case study because they write regularly and intentionally about place. Their experience with blogging as a genre of place-based writing can serve as a valuable resource for those exploring the role blogging might play in the composition classroom.

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