If you visit the writing program websites for universities with outstanding graduate programs in rhetoric and composition, would you see "brochureware" (i.e., "monologic sites that primarily provide information about an academic unit, with strongly limited feedback or contributions from those who are represented by the site" [Bowie & Spinuzzi, 2003]) or would you see interactive websites that enable graduate students and other teaching faculty to revise and compose the curriculum? If you examined our curriculum and practices, would you see us engaging students' passions for social networking sites, or would you see us prohibiting these sites? Would you perhaps see us generally ignoring social
 

networking sites such as blogs, and wikis, focusing instead on the time-honored essay?

How have we modified our practices to account for our increased sensitivity to the underlying social nature of our literacy efforts?

When push comes to shove, have our classrooms evolved along with our understanding of the collaborative nature of learning and literacy?

Are our classrooms empowering students to use technology tools to collaborate (i.e., to practice contemporary literacies)?

In a climate of decreasing financial support for higher education, how have universities kept pace with new writing tools that facilitate collaboration, from Tablet PCs to wikis to blogs? While we may all agree that writing technologies have fundamentally changed writing processes and assumptions about literacy, would an analysis of writing classrooms and/or composition textbooks suggest any major changes have occured in writing, especially collaborative writing or collaborative teaching, over the past twenty years?