Describes the sharing of authority that occurred during a collaboratively taught course for basic writing students, supported by real-time computer exchanges. Discusses the computer classroom, curriculum, assignments, collaborative teaching, and student responses to the course. (SR)

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…

Discusses the impact of word processing on the teaching of college composition at the University of Alabama at Tuscaloosa. Describes seven design principles developed by writing teachers at the university in outlining a solution to the problem of how students can really work together collaboratively over a computer network. (RS)

Outlines a first-day lesson plan for a first-year writing class in which the instructor engages students at the outset in building an electronic online community. Provides step-by-step methods and discusses specific advice for what to do and not to do within the context of achieving an online emphasis. (HB)

Describes the electronic network for interaction (ENFI) used by the author's writing classes and offers a brief example of "the conversation that it has helped student negotiate." Concludes that student discussions mediated by ENFI can enrich writing and literature classes. Presents evidence of how a specific sample of computer-mediated…

Notes that Interdisciplinary Studies Program faculty at Wayne State University devised courses and assignments using computer conferencing to create a collaborative, democratic, and nonauthoritarian learning community. Discusses an assignment based on the film "Grand Canyon" that encouraged students to take on roles of their racial and…

Describes how an online conference was used in a graduate poetry class with students not accustomed to using technology in their coursework. Suggests that it extended the depth and quality of discussion, opening up new areas of discourse; and that students went beyond assigned topics to create and engage in their own discourse enriched by their…

Notes many networked composition classrooms can be considered "transitional;" focus of the classes is neither exclusively on print-oriented skills nor on electronic-literacy skills. Focuses on an instructor's first-year composition courses in a computerized environment. Outlines ways teachers may employ a portfolio pedagogy in networked…