New technologies are creating new writing experiences. This transformation challenges educators in general and writing instructors in particular, as technological innovations force us to reframe our roles and points of reference. Hyperwriters epitomize this challenge as they struggle to master a new process that includes electronic links, visual images, sound, animation, and other forms of data within a single digitized writing space. We need new process models to help us rethink and adapt our understanding of writing and its instruction.

This "article" presents a selected portion of the findings of a two year study. Data was collected from a purposive sample of writers in the form of interviews, observations, correspondence, journals, and artifacts.  A significant portion of that data was collected over the Internet using asynchronous and synchronous communication.  The subsequent analysis and interpretation of that data offer new insight into how the writing process is affected in the unprecedented hypertextual writing space.  Interpretations, implications, and speculations are framed within communication, writing, and hypertext theories. A new process model is presented.  

As an "indwelling researcher" who inhabits the world s/he is studying, I have come to rely on hypertext and the Internet as my writing space (Maykut and Morehouse 25-36).  It is the principal medium in which I record, contemplate, shape, and disseminate my findings.  I am now equally, if not more, comfortable in this writing space as compared to traditional writing spaces. This space—as my findings show—requires a new kind of writing. It also connotes a new kind of reading. Thus you, dear reader, are asked to adapt and enter into a new relationship with this writer to create meaning. 

This medium asks perhaps more—or at least a different—effort on your part than does the traditional journal article in print.  In return, however, you may find compensation in the spark of a challenge, the surrounding web of supporting documentation you can link to, the freedom from the strictures of linearity, and the chance to develop enhanced facility reading on screen.  Although reading on screen may not be your preferred way to read sizeable text, this instantiation of The Writing Instructor attests to its growing viability.  As James Sosnoski notes, "reading electronic texts on screen is likely to be the predominant mode of reading in the very near future" (161). We are all learners in this new medium.  

You may at any point:

	Follow the symbol at the bottom of each page for the "writerly" text, or
	Use this article's navigation bar and your own browser tools for the "readerly" text.

Please construct your own paths through this "article." Let your consciousness become the instrument that orders and unifies the information in this web to achieve the coherence you require.