Describes a way to give word-processed feedback on business communication assignments. Describes some advantages of this mode over both handwritten and audio comments, and identifies limitations of this method. (SR)

Presents a nine-assignment sequence that has students engage three interconnected problems of writing and word processing. (SR)

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)

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)

It does not take a computer expert to teach students how to use word processing software to prewrite, write, revise, and edit a professional-looking paper. Just a small amount of expertise allows students to work independently as long as they have access to a computer and the necessary software. The computer also facilitates interactive learning…

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 use of fortune cookie fortunes in a middle school class combined with computer graphics, desktop publishing, and word processing technology to create writing assignments, games, and discussions. Topics include cultural contexts, and students creating their own fortunes. (LRW)

Describes a workshop used with classes doing Web research for their English papers in a computer lab. Shows how this is a good opportunity for students to learn to find, evaluate, and save Web sources, how to read critically and annotate the sources, and how to weave them into working drafts and avoid plagiarism. (SR)