Discusses approaches for writing teachers to use when teaching how to write a persuasive essay using the word processor. (MG)

Describes how a class of 13 academically average high school students, inspired by an earlier article in this journal, collaboratively wrote a story. Notes that the students continued to revise their story even after it came back from the printers. (RS)

Discusses the process of revision and the teacher's role in helping students learn to revise their writing effectively. Lists five revision principles. (MG)

Describes how to enhance the benefits of using the Carmen Sandiego educational software programs by building in generous amounts of creative fun and writing activities. Discusses journal writing, character sketches, letter writing, writing a book, and report writing. (RS)

Looks at the way thinking has changed regarding one specific application: using word processors to teach writing to students with learning disabilities. Reviews research done in this area. (MG)

Discusses ways to encourage children to write on topics of their choice and use the word processor to revise their writing. (MG)

Discusses methods for students to use in revising their writing on Apple IIe and Macintosh computers, and using HyperCard. (MG)

Provides three teaching strategies that integrate technology into the curriculum: inductive teaching, cooperative learning, and mnemonics. (MG)

Describes a writing strategy that teaches students how to write a first person narrative and revise for more exact and fresh vocabulary words. (MG)

Discusses a research project examining the integration of computers into seventh and eighth grade language arts classrooms. Focuses on the ways in the researchers' observations tend to conform to what has been shown by existing research. Discusses their results in terms of four themes that emerged in their analysis. (MG)

Focuses on three writing programs involving laptop computers for reluctant writers within the Seattle Public Schools. Notes that each program uses their laptops in very different ways to impact the teaching and practice of writing in schools. (MG)

Explains how one teacher consultant helped students and teachers in an inner-city elementary school learn to use computers in their literature-based, word-processing supported writing program. (MG)