Examines experimental research reports and published practitioner accounts to show that few users, even "experienced" users, used a word-processing package at anywhere near its full potential. Encourages students in two postsecondary institutions in Japan to use word processing more fully, but finds little improvement. Discusses the need…

Finds that college students were aware of, and understood the function of, some common design elements (boldface, italics, numbered lists) but were much less aware of other design elements (headers, indentation, and line spacing); and that perceptions of design elements correlated strongly with self-reported experience using word processing…

Suggests that writing is a rhythmic activity. Claims that the combined effect of rapidly switching between composing and revising is to set up complex cycles of engagement and reflection that may disrupt the flow of composition. Describes "Writer's Assistant," a writing environment designed to study computer support for writing processes. Proposes…

Reviews videotapes of three professional writers composing several essays from start to finish, both by hand and by computer. Discusses similarities and differences among the completed essays. Finds that writing appears to be governed by deep cognitive models that are little influenced by the mode of text production or by the writer's preference…

Provides a brief history of research in word processing and writing, describes the use of word processing as a writing aid, and discusses the problems and issues in research design in the area of word processing instruction. (MG)

Suggests that when first-year students composed on screen, they developed a tendency to expand their writing processes; and that when upper-level students did, they tended to collapse their processes. Suggests that first-year and upper-level students interacting with a computer can learn and adopt different types of writing strategies. (SR)

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…