Creed (1996) explains how using electronic submission of work 'levels the playing field:' "When I first asked students to submit their homework through email, it was mid-semester, so I already know a fair amount about their writing. I was amazed to discover that I read the work of several of them differently - the volume of those with BIG handwriting shrunk, whose with tiny handwriting grew, and the bias of good vs. bad penmanship disappeared. It was immediately obvious to me that I was reading their work in a less biased fashion - I could much more easily see how well students knew the material. I could much more easily give them feedback on the mechanics of their writing as well, since the similar format allowed me to focus on what they said, not the clarity of their handwriting."
Susser (1993) addresses the introduction of computers to a writing curriculum. He describes initial efforts to use stand-alone computers for a writing course in an EFL environment. He shows that networking is not necessary for the creating of a community of writers using social constructionist pedagogy. Susser explains the background to use of computer technology in the teaching of EFL writing.
Rule (2000) laments the lack of an all-inclusive software package that does everything that is needed to conduct a course in a virtual environment. He provides a useful review of available software and web-based community-building sites.
Egbert and Hanson-Smith
(1999) edited a volume of extensive research on the CALL environment. Issues
covered include authentic audience and task, learning styles, motivation,
and classroom atmosphere in relation to the use of CALL in ESL.