A distinction must be made between "computer-generated scoring" and "computer-generated feedback". Computer-generated scoring refers to the provision of automated scores derived from mathematical models built on organizational, syntactic, and mechanical aspects of writing. In contrast, computer-generated feedback, the focus of this article, refers…

In a project-based approach to teaching a foreign language at the university level, students are often required to participate in several task-based writing activities. In doing so, language learners not only write incorrect forms, but also correct forms of the same structures, both of which provide useful information on their strengths and…

Academic institutions mediate online literacy practices in meaningful and significant ways. This essay explores the nature of that mediational process, using a visual-spatial method to map out and conceptualize dynamics and structures that have a bearing on the work of composition. A key argument is that composition teachers are intellectually…

Explains why and how the teaching of writing can be enhanced by using a text immersion method in which students master the machines of information as a consequence of learning to read and write. (EV)

Recasts and expands the working assumptions of the National Writing Project to make explicit their applicability to technology-related issues. Discusses levels of involvement, levels of use, the Writing Project/Technology Project Alliance, and the futures of new technologies in the writing classroom. (RS)

Describes three main uses of computers for writing as a social activity: networking, telecommunications, and project work. Examines advantages and disadvantages of teaching writing on a network. Argues that reports in the literature and the example of an English as a foreign language writing class show that project work shares most of the…

For some reason, the idea of the nature writer at work in the open air has been exalted, and it is difficult to think that writing about nature might be compatible with computers, the ultimate indoor toy. However, for students learning to write about nature, a networked computer environment may be the best place to be, not for replacing the…

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)

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)

Explores the notion of computer access for composition students. Focuses on the need for a more complex understanding of access, given the real conditions under which students write. Notes that analyzing the issue requires attention to traditional configurations of class and ownership and to the ways that current and ever-changing student working…

Describes a computerized grading system used in a journalism writing laboratory. (FL)

Presents a transcript of an extensive interview with composition theorist Cynthia L. Selfe. Considers questions of the use of technology and computers in the English classroom. (HB)

Outlines the approaches to "computer composition" and questions the efficacy of such models. Argues that in order to come to terms with the great revolutionary "beyond" posited by some theorists, the computer must be first of all conceptualized as transformative. (HB)

Describes the computer technology called hypertext, especially as it relates to teaching composition. Argues that the ability to redistribute textual control hold both empowerment and danger for hypertext writer/readers, who can be compared to cyborgs. Discusses the implications of hypertext for composition pedagogy. (HB)

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…