Considers how when two-year college students take time to write at length, paying more attention to their own feelings and those of their readers through regular response and revision, they write better. Presents four assignments that all students would attempt, then share with classmates, and with partners at the other grade level via a Web site.…

Describes a series of e-mail writing assignments and other online writing activities for English-as-a-second-language (ESL) students. Suggests that computers help improve ESL students' writing. (RS)

Suggests that possibly one of the most profound changes in classroom writing has come with the ease and excitement of publishing electronic text on the Internet. Discusses publishing student work on the Internet, and Internet publishing of traditional writing assignments, collaborative writing projects, and multimedia presentations. (RS)

Notes that not having anything to say is a major hurdle in the writing process at the middle school level. Describes two common classroom experiences, based on the software programs "GeoWorld" and "Food for Thought," that enable all students to acquire and share information together. (RS)

Explains how professors of literacy development, classroom teachers, and inservice facilitators can help students and teachers create interactive World Wide Web sites so that they can write for genuine purposes and to real audiences. Uses the example of preservice teachers creating interactive Web sites. Offers a summary of recent literature and…

Describes writing assignments in which students in Pennsylvania, Montana, and South Dakota exchanged writing on BreadNet, an electronic network. Notes that as students wrote within a meaningful and purposeful communication context, they learned to test their stereotypes, to expand their writing skills, and to perceive the computer as an instrument…

Offers seven brief descriptions of class projects and assignments used successfully in writing classes of all sorts, from first-year composition classes to business communication to computerized writing labs. (SR)

Describes an art lesson that focuses on developing second-grade students' basic computer drawing skills. Explains that the students created a picture using shapes and copied their artworks onto the computer using a stylus. States that the students also wrote a story to accompany their computer pictures. (CMK)

Discusses how the computer can be used to help students learn to revise their writing through peer review, rereading their writing, and reacting and reshaping their writing in response to their peer's comments. (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 the work of Beatrix Potter as an artist and natural scientist. Presents three classroom projects which integrate technology, fine art, aesthetics, writing, and science. (MG)

Describes a writing assignment for which high school students were to use the Internet to gather information as the basis for composing a piece of satire. Outlines some of the logistics of allowing students to research on the computer as opposed to the library--the problems and benefits--and describes student papers and experiences. (TB)

Describes a multimedia math activity for sixth-grade students who have access to a computer lab. Students work in groups and interview an adult who uses math in his or her job. Then, they write an explanatory narrative describing how that adult uses math. Finally, they create a KidPix video slideshow with voice overlays to share with the class.…

Argues that knowledge of statistics is becoming increasingly important for economics students. Presents a lesson to improve the learning of statistics and communication skills using short cases that include an economics problem and real data. Describes how students work in teams with computers for analysis and preparation of written reports. (DSK)

Describes a course that resulted from the interest and need of the academic-advising office to serve undecided students more efficiently, preferably in a group-advising format. Finds that the resulting atmosphere seems to help students make significant progress in writing and in understanding their indecision. (MG)