Argues that when students interrupt their thought flow during composition writing to edit language, syntax, or mechanics, the pauses obstruct fluency and dilute concentration. Use of the word processor for invisible composition is described to show how computers reduce time spent on composing and alter quantity and quality of time. (MBR)

Examines a number of language activities in educational software, noting that most focus on surface structure and conventions, thus closing off students' options rather than expanding them. Discusses how, by improvising with word processors, teachers can tailor activities to help students explore and reflect on their reading and writing…

Describes a study designed to determine whether the use of computer word processing would improve both the amount and quality of revision done by high school student writers. The effects of word processing on composition length and revision, and students' attitudes toward writing and word processing are discussed. (47 references) (CLB)

This article describes several examples of how teachers can use integrated software packages (programs that combine word processor, database, and spreadsheet applications) for classroom management and student activities. Examples of documents created with application programs, lists of software, and resources are included. (IAH)

Proposes that for students to gain the maximum benefits from the computer as an education and composition tool, teachers should incorporate the computer throughout the composing process. Describes the adaptation of computers in a specialized business and technical persuasive writing course. (MS)

By employing techniques learned through special education research together with the process approach to teaching writing, the composition teacher can help the ever-increasing number of learning disabled (LD) students in the developmental writing class to improve their writing. Using the process approach, LD students first concentrate on gathering…

Suggests techniques for the efficient use of one word processor among many students by dividing the writing process into stages of prewriting, writing, editing, and publishing. Examples of exercises and evaluations, a guide to producing a book, and a list of publications that accept children's writing are provided. (CLB)

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,…

The incorporation of microcomputers into the traditional English classroom is currently in a transitional phase. Each new use of the computer affords teachers new possibilities for teaching approaches, and the succession of uses already employed suggests that each experiment increases the distance from traditional methods. This can be illustrated…

The computer can improve writing instruction only if it is integrated into a systematic pedagogy that distinguishes between writing behavior and higher order cognitive skills. Underlying the present concern with the writing process is the behaviorist assumption that promoting a certain writing behavior can provoke thought. Unfortunately, while…

Computers and networks have opened new opportunities for recognition experiences in schools. Students gain the potential for increased recognition through the exchange of their writing with students in other classrooms in their own school, in other parts of the country, or in other parts of the world. Reorganizing and editing text for publication…