Discusses approaches for writing teachers to use when teaching how to write a persuasive essay using the word processor. (MG)

Describes Project Write which uses a hierarchy of critical thinking skills in the formation of concepts and theories. Describes how students use computers to brainstorm, categorize, verify, sequence story details, and create a main idea and conclusion for their expository writing. (RS)

Describes how a class of 13 academically average high school students, inspired by an earlier article in this journal, collaboratively wrote a story. Notes that the students continued to revise their story even after it came back from the printers. (RS)

Describes the writing lab of the Glenbrook, Illinois, School District. Discusses the transition time between the old and new teaching systems, and offers ways to optimize this time. (PRA)

Discusses the need for research about writing and technology. Poses needed research questions regarding descriptive research, correlation research, and qualitative research. Offers experimental questions as well. (PRA)

Discusses the process of revision and the teacher's role in helping students learn to revise their writing effectively. Lists five revision principles. (MG)

Looks at the way thinking has changed regarding one specific application: using word processors to teach writing to students with learning disabilities. Reviews research done in this area. (MG)

Discusses ways to encourage children to write on topics of their choice and use the word processor to revise their writing. (MG)

Asserts that writing must have as honored a place in the first grade curriculum as reading. Discusses the need for computers in writing labs, word processing in first grade, cooperative learning, staff development, and holistic projects and assessment. Describes the implementation of these ideas in Los Altos, California. (PRA)

Provides three teaching strategies that integrate technology into the curriculum: inductive teaching, cooperative learning, and mnemonics. (MG)

Reports briefly on three recent summaries dealing with word processing and the teaching of writing. Notes that the first two are bibliographies compiled by the ERIC Clearinghouse on Reading and Communication Skills and the third is a synthesis and review conducted by a graduate student. (MG)

Describes a writing strategy that teaches students how to write a first person narrative and revise for more exact and fresh vocabulary words. (MG)

Discusses a research project examining the integration of computers into seventh and eighth grade language arts classrooms. Focuses on the ways in the researchers' observations tend to conform to what has been shown by existing research. Discusses their results in terms of four themes that emerged in their analysis. (MG)

Focuses on three writing programs involving laptop computers for reluctant writers within the Seattle Public Schools. Notes that each program uses their laptops in very different ways to impact the teaching and practice of writing in schools. (MG)

Reviews research (1) concerning the use of word processors in improving children's writing; (2) students' attitudes toward writing; and (3) how improvements in writing are measured. Notes that current research should not be accepted at face value. Argues that teachers should seek ways in which the availability of word processors can help students…