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…

Notes that, although networked writing classrooms are more egalitarian than non-networked classrooms, networks cannot prevent discrimination. Social identity theory, from social psychology, suggests that instructors must be careful when focusing courses on divisive social issues; the presentation of these issues can break down into binary…

Lists and annotates 49 resources for research in the area of computer networks as vehicles for communication. Compiles sources that present research findings, pedagogical approaches, and theoretical discussions related to applications of computer-mediated communication systems--electronic mail, computer conferences, or bulletin boards. (RS)

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)

Provides annotated citations to articles, research reports, resources guides, and a newsletter about the use of computer networks for real-time written interaction in writing classrooms. Notes that these annotations offer a broad and varied introduction to computer networking in the writing classroom. (KEH)

Offers a detailed lesson plan for a computer-equipped writing class, featuring the Daedalus Interchange program and a set of goals and activities for teaching synthesis, generalization, and the value of multiple "voices." (SR)

Employs three approaches in a summative evaluation of ENFI (Electronic Networks for Interaction), a local area network used to teach writing through the use of software that supports real-time communication. Suggests that the ENFI setting allows a writing teacher to more easily model the creation of a writing persona. (RS)

Observes two writing teachers, enthusiastic about computers, teaching for the first time in networked computer classrooms. Finds resistance to change attributable to unfamiliarity with hardware and software, the need to cope with print text and electronic text, and conflict between models of writing instruction brought to the facility and that…

Argues that, with careful planning, computer networking can work in the writing classroom by stressing composition as a social collaborative act. Suggests that classroom networking planners must attend to (1) choice of technology; (2) ease of use; (3) participation; and (4) audience awareness. (SG)

Examines effects of teaching hypertext markup language on students' perceptions of class goals in a networked composition classroom. Suggests sending documents via file transfer protocol by command line and viewing the Web with a textual browser shifted emphasis from writing to coding. Argues that helping students identify a balance between…

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…

Presents brief descriptions of 46 software programs designed to (1) help writers collaborate over a network; (2) help writers invent; (3) allow comment after critical reading; (4) help writers write research papers; (5) help writers analyze style/mechanics/usage; (6) offer on-line reference guides; (7) author multimedia courseware; and (8) assess…

Describes how using conferencing software in a computer-assisted writing environment became a catalyst for a distinctive learning ecology that interrelated prosocial student behaviors, learner-centered teaching, and assessment. Argues that the conferencing class not only helped students apply critical thinking and problem-solving skills in…

Suggests that the revolutionary potentials of network technologies are not intrinsic to the technologies. Uses experiences of Daedalus Interchange in composition classrooms to argue for critical engagement with technologies. Suggests that unless writing teachers critically address students' perceptions of writing, they will replicate the same…

Argues that, for a successful pedagogy of online portfolios, teachers should set up the computer network before the term begins; guide students to teach themselves how to use the system; explain the portfolio system at the beginning of the term; prompt revision even on "satisfactory" submissions; accept revisions only from…