Examines the advantages of using desktop publishing in advanced writing classes. Explains how desktop publishing can spur creativity, call attention to the interaction between words and pictures, encourage the social dimensions of computing and composing, and provide students with practical skills. (MM)

Claims that teaching writing in a computer-assisted classroom is often fraught with unforeseen and often unnecessary problems. Lists 10 commandments (and 9 helpful hints) for composition instructors using computer-assisted classrooms. (HB)

Suggests the use of e-mail in the place of writing comments on individual papers. Notes the importance of using e-mail and the listserv in a student's writing experience. Considers some of the implications for professional benefit by exploring the relationship between online communication and oral discussion and between private and public…

Describes three writing activities designed to link literature, technology, and the visual and performing arts. (MM)

Shares how to use the computer lab and peer interviews to help students get to know each other at the beginning of the school year. Provides an example of a peer portrait on-line worksheet for students to use. (MG)

The two components of this document are: (1) a brief position paper; and (2) a related but independent bibliography of references on using computers in reading/writing instruction. The paper presents six recommendations for the intelligent use of computers in the teaching of reading and composition, discussing the guidelines of the International…

Word processing does not, in itself, teach revision. Students with incomplete revision strategies will not begin revising at a higher level simply by using a word processor. New computer strategies for teaching revision are needed--revision strategies that use the computer to reorganize, elaborate, and strengthen what has already been written. For…

Describes computer programs that effectively teach keyboarding skills to elementary school students. (MM)

Reports an interview with writer Ken Kesey. Discusses Kesey's cooperative novel-writing project with a class of graduate students from the University of Oregon. (MM)

Describes an exercise in which students write Diamante poems using prompts from the FrEdWriter word-processing program. (MM)

Presents three activities that link literature, technology, and the visual and performing arts. (MM)

Indicates how a dialog between peers concerning their writing can be fostered through computer networking. Argues that computer domains offer one of the best sites for carrying out such dialogs. Describes a curriculum for collaboration emphasizing voice and based on a computer environment. (HB)

Discusses how computer technology has brought with it a rethinking about how writing happens. Notes that research indicates that computers have a positive impact on student writing. Lists 15 web sites that may help teachers and students with the task of writing. (SG)

Explains how computers can be used in the journalism class for a variety of writing exercises. (FL)

Contains a number of short testimonials from writing educators about the value of computers. Discusses macros, key-word searching, cutting and pasting in electronic mail, online discussions, and the distance classroom. (TB)