This article explains the visual and computing demands of Web-site authoring in a junior level, undergraduate honors course at a large public university. We argue that the students in this course - highly literate and skilled in the production of conventional printed academic writing - performed much like basic writers when challenged with acquiring a broad set of new visual and computer literacy skills. We argue for the value of the illustrated essay as a halfway point for connecting our expectations of Web site authoring to students' previous experiences with the production of printed academic discourse. © 2001 Elsevier Science Inc.
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