Suggests that good software: constitutes a coherent text within a consistent theoretical framework; encourages users to take action; makes sense of complexity of information; has a consistent interface; allows connection to other programs; lets the user know what is going on; and is flexible from the teacher's and the student's points of view. (RS)

Offers criteria for selecting software for a computer-equipped classroom/writing lab: identifying uses, versatility, and ease of use. Concludes with advice for teachers to write their own applications programs. (RS)

Discusses the ideological dimensions of writing instruction software. Discusses errors and assumptions of choosing software for writing instruction. Suggests that all software decisions must be tested against the instructor's own self-conscious and informed understanding of the goals of writing instruction. (RS)

Offers guidelines for reviewing and evaluating English language arts software. Includes advice on using the guidelines. (RS)

Examines Listserv, a package for distributing email to a group of subscribers for the purpose of discussion. Notes the popularity of listservs among teachers and scholars in computers and composition. Suggests few users are aware of constraints the software places on the rhetorical situation. Explains how a Listserv is configured, decisions list…

Notes that educational software for the language arts should serve as a conduit to foster language development and should be evaluated as such for its instructional claims. Offers guidelines from a language learning perspective as a first cut in the evaluation process. (RS)

Describes a range of currently available and developing technologies for creating and presenting annotations, glosses, and other comments on digital documents. Discusses the potential applications of these tools for providing feedback to student writers, supporting extended group discussions around digital texts, and facilitating research and…

Provides an overview of online education models developed by commercial and academic institutions. Examines some rhetorical strategies used to talk about online education. Outlines some of the main players and positions involved in debates about online education. Suggests strategies that academic groups might explore. Considers how composition and…

Explores the software behind the interface of the programs used in composition classrooms. Places the production of software in a cultural context. Compares hypertext, structured programming, and natural-language writing. Suggests that writing instructors think about ways to customize programs used in their composition classes and to understand…

Discusses the following issues associated with designing ideal university microcomputer classrooms: (1) campus vs. departmental classrooms; (2) finding space; (3) furnishings; (4) classroom layout; (5) selecting hardware; (6) selecting software; and (7) funding. (MM)

Examines the contexts of human-computer interaction, and argues that understanding word-processing research done in that setting can enrich thinking about the impact of teaching writing with the use of computers. Suggests issues developed in recent word-processing studies that may interest future researchers. (KEH)

Offers the following advice for teachers looking to integrate computers into their curricula: look around, software before hardware, and plan for continuing support and training. (RS)

Presents some general principles about using computers in writing instruction. Describes several categories of computer software, including word processing, pre-writing programs, revision tools, text analysis, and tutorials. Answers several questions commonly asked about computer programs in writing instruction. (MM)

Presents teaching variations with a word-processing package and related tools that enable teachers to develop different computer-writing pedagogies for their distinct contexts: traditional classroom, computer lab, or some combination of both. Emphasizes that teachers who re-envision teaching with regard to available technology can create dynamic…