In the past year, many scholars of the humanities (e.g., Baron, Cobb, Collins, Fitzpatrick) have addressed the shifting definition of what it means to read in the digital age. Pointing specifically to Twitter and Facebook, and more generally to personal archives and the GUI (graphic user interface), these scholars reveal “a notion of reading that structurally privileges locating information over deciphering and analyzing more-complex text” (Baron, 2013, p. 200). But writing—reading’s stalwart companion—is largely eclipsed in these discussions. How does writing change when we move online? And how do we situate new technologies and their attendant forms of writing within the larger context of what it means to teach students how to communicate through the written word?