Rather, it incorporates them within an ecological view that extends the range of factors affecting the writing process beyond the social to include aspects such as "place" and "nature."
The theory for ecocomposition dates back to Marilyn Cooper's 1986 essay "The Ecology of Writing" and Richard Coe's "Eco-Logic for the Composition Classroom" (1975).
According to ecofeminist scholar Greta Gaard (2001), "at its most inclusive, ecocomposition has the potential to address social issues such as feminism, environmental ethics, multiculturalism, politics, and economics, all by examining matters of form and style, audience and argumentation, and reliable sources and documentation" (p. 163).
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).