Discusses three types of synchronous writing environments, each offering teachers and students a vehicle for using electronic text to promote literacy-based learning communities: classroom collaboration, networked notetaking, and virtual communities. (SR)

Suggests that in order to help students learn to write effectively in digital media, educators need to develop modes of critical attention responsive to the full range of semiotic components that can be used as signifying elements in electronic work, including animation, sound, graphics, screen design, and navigational functionalities. (SG)

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)

Examines six shifting boundaries: time and space, authorship, writing skills, medium, availability, and the senses. Addresses what the new perimeters might mean for teaching writing at the college level, for student writing, and for instructional management. Considers the challenges of plagiarism. (SG)

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)

Describes a one-semester academic composition course in the English curriculum of Amarillo Independent Schools, Texas. Discusses the advantages of incorporating computer technology into the course. (MM)

Argues that evaluating electronic versions of students' writing saves time and makes grading easier. Explains how the author uses custom-designed macros to provide comments and guidance to students with more elaboration than is possible by writing comments on the margins of the papers. (PA)

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…

Desktop publishing (DTP) is growing increasingly popular in the writing classroom for several reasons. By using DTP, students gain experience in a variety of disciplines--writing, typesetting, graphic design, printing, and computing. DTP represents a revolutionary literacy tool for schools since it encourages students to create and publish…

Discusses three different types of databases: utility database programs, add-on databases, and stand-alone databases. Describes how databases motivate students' reading and writing. (MM)

Uses the computer software program "Writer's Helper: Stage II" to illustrate the range of checks possible with various software approaches to the revision of writing. (MM)

Argues that composition instruction should be based upon a design model mirroring composition's process-based pedagogy, by asking students to plan, transform, evaluate and revise media-rich, hypertextual documents. Comments on an assignment that demonstrates how an integrated composition might be constructed using the design model. Concludes that…

Suggests introduction of hypertext markup language (HTML) into the composition classroom turns the traditional composition course into a hybrid language/writing/computer course. Concludes this curricular change necessitates political action on the part of technology-focused teachers, for instance the establishment of new types of teaching…

Discusses the use of online teaching assistants or "course wizards," employed at Mercy College (New York) not only to tutor students who are experiencing difficulty but also to facilitate discussion and to model the role of a successful student. Presents a discussion of the current crisis in higher education in America and of how online…