Writing is the highest form of thinking, as evidenced by neuroimaging that shows how more neural networks are activated simultaneously during writing than during any other cognitive activity. This book will help teachers understand how the brain learns to write by unveiling 15 stages of thinking that underpin the writing process, along with…

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)

Describes HyperTales, a computer-based writing application for emergent writers. Discusses principles of developmental literacy approaches which offer guidance for the design of computer-based emergent writing applications. (MM)

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…

Intended to help educators choose the most appropriate word processing products for elementary school writing instruction, this report provides extensive information on 12 word processor and 13 writing activity software products. A list of components, general descriptions, comments and evaluations are included for each product. The products…

Intended to help educators choose the most appropriate word processing products for elementary school writing instruction, this report provides information about 12 word processor software products and 13 writing activity products. These products and the writing activities they use are as follows: (1) Bank Street Writer III (Activity Files,…

Reports an interview with Joel Fried, founder of Pelican Software Incorporated. Describes several developments in writing software for elementary level students. (MM)

Describes and evaluates three software programs for elementary level language arts: (1) "The Princess and the Pea," which connects the fairy tale with the modern world; (2) "PreWrite, Level 1," which helps students identify and develop writing topics; and (3) "Dinosaur Days," a creative graphics and publishing program with speech capabilities. (MM)

Teaching techniques and the use of grammar checking programs are described. Assignments using these programs are suggested. Four specific packages are reviewed. The importance of the revision process in writing is stressed. (CW)

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)

Reports an interview with Peter Kelman of Scholastic Software. Describes several developments in writing software for elementary and secondary level students. (MM)

Examines how style analysis programs can assist the writing process. Outlines a method for introducing this tool to business communication students with a minimum amount of guidance. Recommends that business communication faculty are best qualified to introduce their students to the uses of computers to enhance the communication process. (MM)