new 1st para. draft

For many of us, Kathleen Blake Yancey captured an opportunity—what she called a "moment"—for composition as a field in her 2004 CCCC Chair's Address, "Made Not Only in Words: Composition in a New Key" (297). In that address, Yancey describes a "tectonic change" under way in the ongoing development of literacy practices linked to the digital computer, a change that reorganizes literacy both in and out of schools (298). "We have a moment," Yancey argued, and it calls for the accommodation of schooling to our students. Our students, like others in the newly developed "writing publics" that Yancey evokes, do not seem to require our aid or certification: in their technologically-constituted literacy activities, they "think together . . . organize . . . and act within [digital and online] forums" (301). Teaching these students, Yancey suggests, means paying attention to Cynthia Selfe's "technology-literacy link," accommodating our teachings to what we discover in that connection. Measuring our concerns against our optimism, teaching these students means engaging them in the ongoing development of their literacy practices and "literate lives" (Selfe and Hawisher)—meeting, them, that is, in the development of their written and writing selves and in the places or environments in which they write.