Digital Writing Technologies in Higher Education

Introduction.- Section1: Word processing software.- Name of chapter .- The Beginnings of Word Processing: A Historical Account.- Establishing the Standard: The Rise of Microsoft Word.- Expansions and Alternatives: Beyond Microsoft Word.- Section2: Web applications and platform technology .- Name of chapter .- Hypertext, Hyperlinks, and the World Wide Web.- Creativity Software and Idea Mapping Technology.- Digital tools for Written Argumentation.- Digital Note-taking for Writing .- Synchronous and Asynchronous Collaborative Writing.- Social Annotation: Promising Technologies and Practices in Writing.- Multimodal chat-based apps: enhancing copresence when writing.- Learning Management Systems (LMSs).- Digital Teacher Feedback Tools.- Digital Student Peer Review Systems .- Reference Management Systems.- Plagiarism Detection and Intertextuality Software .- The Electronic Portfolio: self-regulation and reflective practice.- CMS 3.0: The All-in-One Digital Writing Workspace.- Section3: Writing analytics and language technologies .- Name of chapter .- Automated Text Generation and Summarization.- Information Retrieval and Knowledge Extraction for Academic Writing.- Analytic Techniques for Automated Analysis of Writing.- Automated Scoring of Writing .- Automated Feedback on Writing.- Intelligent Tutoring for Writing.- On Corpora and Writing.- Investigating Writing Processes with Keystroke Logging.- Section4: Implications .- Writing and Learning: What Changed with Digitalization?.- Towards Defining Digital Writing Quality.- Finding the Right Words: Language Technologies to Support Formulation .- Writing and Thinking: What Changes with Digital Technologies? .- Writing processes in the digital age: A networked interpretation.- glossary.- index.

Otto Kruse is a retired professor at the Zurich University of Applied Sciences. He received his doctoral degree and habilitation from the Technical University of Berlin and is specialized in the teaching and research of academic writing. He was and is involved in several international research projects exploring writing in European higher education and currently is focusing on digital writing, for instance, by developing Thesis Writer, a tool supporting dissertation writers.

Christian Rapp is leading the Educational Technology Team at the Center for Innovative Teaching and Learning, School of Management and Law, Zurich University of Applied Sciences. He is a coordinator of several international R&D projects funded by EU and Swiss National Science Foundation. He specializes in writing technology and is a fellow of the Digitalization Initiative of the Zurich Higher Education Institutions.

Chris Anson is Distinguished University Professor and Executive Director of the Campus Writing and Speaking Program at North Carolina State University. He has published extensively in the field of writing studies and has spoken and consulted widely across the United States and several dozen other countries. He is the past chair of the Conference on College Composition and Communication and past president of the Council of Writing Program Administrators, and is currently Chair of the International Society for the Advancement of Writing Research. His professional summary can be found at www.ansonica.net.

Kalliopi Benetos is a senior researcher and lecturer in educational technology at the University of Geneva's Faculty of Psychology and Educational Sciences, where she teaches courses in HCI and digital fabrication. She uses design-based research approaches to develop and study instructional designs and digital environments to support critical and epistemic thinking and learning through argumentation and has published multiple papers in the domain of