the writing process" (Gaard, 2001, p. 166). As a post-process method of writing instruction, ecocomposition attends not only to the process of writing but also what happens to texts after they are written. Thus, ecocomposition instructors focus not only on the process of composition but also on its purpose, encouraging students to write for specific audiences, adapting their style and content to match their purpose and audience. While a primary concern has been the relationship between the writing process and natural places, concepts of spatiality also apply to cyberspace and online writing—in MUDs, MOOs, Internet Relay Chat, Instant Messages, and e-mail (Syverson, 1999; Yagelski, 2002). Ecocomposition instructors may use blogs or other means by which to allow students to interact with one another and/or write for a real audience beyond the classroom (see, e.g., Jones, 2008). Ecocomposition should not be confused or conflated with other systemic approaches to writing such as activity theory, which do not account for the dynamic relationship between writing and place but posit a transcendent "context" that affects writing. References Coe, R. (1975). "Eco-Logic for the composition classroom." College Composition and Communication 26.3: 232–237. Cooper, M. (1986). "The Ecology of writing." College English 48: 364–375. Dewey, J. (1915). Democracy and education. New York: Free Press. Dobrin, S. and C. Weisser. (2002). Natural discourse. Albany; SUNY Press. Gaard, G. (2001). "Ecofeminism and Ecocomposition." In S. Dobrin and C. Weisser, Eds. Ecocomposition: Theoretical and pedagogical approaches. Albany: SUNY Press. Jones, M (2018). "Writing Conditions: The Premises of Ecocomposition". Enculturation: a journal of rhetoric, writing, and culture. 26. Jones, P. (2008). "About this Blog." Read This or Else Long, M. (2001). "Education and environmental literacy: Reflections on teaching ecocomposition in Keene State College's environmental house." In S. Dobrin and C. Weisser, Eds. Ecocomposition: Theoretical and pedagogical approaches. Albany: SUNY Press. Reynolds, N. (2004). Geographies of writing: Inhabiting places and encountering difference. Carbondale, IL: Southern Illinois University Press. Sobel, D. (2004). Place-based education. Great Barrington, MA: Orion Society Press. Syverson, M. (1999). The Wealth of reality: An ecology of composition. Carbondale, IL: SIU Press. Weisser, C. and S. Dobrin, Eds. (2001) Ecocomposition: Theoretical and pedagogical approaches. Albany: SUNY Press. Yagelski, R. (2002). "Computers, Literacy, and Being: Teaching With Technology for a Sustainable Future." Further reading Coe, R. (1975). "Eco-Logic for the composition classroom." College Composition and Communication 26.3: 232–237. Cooper, M. (1986). "The Ecology of writing." College English 48: 364–375.