With this issue, we are pleased to announce that Computers and Composition has joined Ablex Publishing Corporation and become the only international journal for writing teachers interested in theory, pedagogy, and research related to the new technologies. While we will continue to feature the many fine articles to which Computers and Composition readers have become accustomed, we shall also seek submissions that critically examine worldwide uses and abuses of the new technologies in educational settings.

Starting in April, 1994, with Volume 11, we will also have a whole new look, along with a carefully selected international group of scholars to add to Computers and Composition's already outstanding editorial board. We welcome readers' announcements of international conferences, electronic and otherwise, and hope you will encourage colleagues to submit articles that explore the many complex issues that global uses of computers make salient. Please see the letter and the new subscription form we have included with this issue for details on our new name, publisher, and subscriber benefits.

It is appropriate, then, that leading off this November issue is Shirley Haley-James's wonderful ruminations on both her failures and successes in trying to use e-mail to establish contact with English teachers in Eastern Europe. As former President of the National Council of Teachers of English, Haley-James was determined to become technologically savvy, and her experiences will ring familiar to all of us who struggle to remain knowledgeable about computers. Then, in our section on Computers & Controversy, Alison Regan reminds us that e-mail and other forms of CMC do not ensure equality. In exploring the kinds of exclusions that still occur on synchronous networks--even when the majority of students participate and ostensibly follow the instructor's plan--she describes how students can actually engage in "a kind of socially sanctioned classroom terrorism."

While Regan points out the possible hazards of CMC in a first-year writing class, Michael Palmquist examines different ways in which a range of CMC tools can be used in similar classroom settings. He argues, however, that the particular curriculum design for a writing class is inextricably tied to the ways in which students will use CMC both educationally and socially. Continuing with our section on Computers & Research, Martha Pennington from Hong Kong's City Polytechnic College presents readers with a research agenda for examining learners' and teachers' conceptions of computers, language, and writing and their relation to one another. For Pennington, "subjective theories" of computer usage are ultimately connected to and constrained by our notions of language and writing.

Moving on to Computers & Practice, Nick Carbone outlines a first-day lesson plan for a first-year writing class in which he engages students at the outset in building an electronic online community. And, finally, Joseph Janangelo presents a thoughtful review of Hawisher and LeBlanc's Re-Imagining Computers and Composition: Teaching and Research in the Virtual Age.

We hope that you will find much to think about in the last issue of Computers and Composition as we now know it. In its ten years, it has gone through many changes, appearing in its first issue as a newsletter produced by Kate Kiefer on a dot-matrix printer at Colorado State University. We dedicate this issue to Kate for her farsighted vision of an emerging field that had barely begun.