Examines the ways in which writing teachers present themselves in a virtual classroom--a computer networked first-year composition classroom. Discusses how the teachers' online presence relate to their off-line, "live" presence. Suggests that differences among teacher are more important than similarities. (RS)

Describes a modification of the software "Punctuation and Style," and a study of the modified software program. Reports that teachers rated computer evaluations of student compositions as helpful more often than did students. Notes that teachers and students agreed generally on the helpfulness of the program's most frequent comments. Argues that…

Appraises the computer as a prewriting aid. Evaluates both the quality and quantity of ideas produced by various invention techniques and programs, and compares results of similar studies by Hugh Burns and Helen Schwartz. (NKA)

Explores how computer-assisted instruction (the ACCESS program) affected teaching goals and student responses in a freshman composition course. Finds that the quantity of student writing increased dramatically. Suggests that word processing offers new ways to provoke students' thoughts, encourage collaboration, and create a lively and interactive…

Describes a female composition instructor's experiences in a computerized classroom. Notes that the nontraditional nature of the classroom allowed the instructor to avoid identification with the stereotype of the schoolmarm. Argues that, as the computerized approach promotes student freedom, female teachers must assert their authority in ways that…

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…

Compares English-as-a-Second Language (ESL) students in first-year English classes writing in two contexts: in a networked computer class and in a traditional lecture-style class. Shows that the networked setting promoted better writing and more peer and teacher feedback, and that the traditional setting promoted more improvement in writing. (RS)

Describes the use of local area networks (LANs) in basic college composition instruction. Offers examples of interchanges between student writers and peers reacting to compositions. Argues for freer student use of classroom networks in open discourse, as excessive limits on network use eviscerate its potential. (SG)