Examines the effects of word processing on writing quality and the amount of text produced by basic writers. Finds that students using computers wrote more, but that there was no difference in quality between those who used a word processor and those who did not. (MS)

Examines the cognitive needs of novice writers and the role of word processors in the instruction of those writers. Reviews writing software in the categories of idea organizers, text analyzers, process prompters, communication packages, and artificially intelligent writing environments. Suggests future research areas. (SG)

Asks undergraduate students to respond to a series of questions by hand and using a word processor. Finds that some students felt profoundly disadvantaged writing by hand, and students who felt uncomfortable on the computer wrote longer and better developed responses in that medium. Suggests that a computer-assisted tutorial may act like L.…

Notes regular use of computers for writing over an extended period of time has a positive impact on the quantity and quality of student writing. Examines how teaching and learning change when three fourth-grade classrooms are equipped with one AlphaSmart (a portable writing device) for each student. Finds increased use of AlphaSmart by students…

Argues that writing teachers should seize the initiative and design pedagogically appropriate issues for word-processing technology. Proposes a strategy for designing and employing usage checkers to improve sentence-level fluency. Discusses research on usage checkers, sentence-level revision, and instructor intervention. Offers suggestions on…

Examines a sample of conventionally composed and word-processing-assisted essays to assess the computer's effect on progress and competence by determining how students used the computer resources available to them to write their papers in both standard English classes and across the curriculum. (MS)