Offers a narrative of the collaborative creation of a HyperCard hypertext called the E.A.R., and describes how the ideas developed in that project were adapted into a first-year composition course. Hopes to gain insight into both the larger aims of the border crossings central to bell hooks' ongoing project and the more local goals of hypertext…

Argues that students can use electronic bulletin boards to create a single shared text that can be added to as personal time allows. Notes that use of electronic bulletin boards allows valuable class time to be set aside for other instructional strategies. (RS)

Investigates how leadership dynamics of the computer-supported group work of student project teams contributed to the teams' choices and uses of technology. Finds that powerful individuals--experts and advocates--determined how the groups used technology to support their group writing. (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)

Describes the emerging subject in computer technology known as hypertext by employing the metaphor of a bazaar. Claims that hypertext as a mode of communication has distinct features that will prove fruitful for future users. Discusses the importance of narrative chronology in relation to hypertext. (HB)

Examines the work of five researchers who have conducted studies of writing with computers or writing with computer-assisted instruction in the following areas: composing with word processing; writing improvement attributed to computers; instructional software; computer networks for writing; and collaborative writing through telecommunications.…

Describes the collaborative process (involving authors, product managers, reviewers, students, and publication department) of the development of a first-year composition textbook that works to integrate word processing with the teaching of writing. Notes factors contributing to successful collaboration. (SR)

Describes two models for using the Electronic Networks for Interaction (ENFI) systems in writing instruction. Identifies the aims as (1) advancing traditional interests of the English department; (2) encouraging collaborative writing; and (3) increasing student freedom. Provides examples of student writings resulting from the traditional teacher…

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…

Notes that joint composition at the computer is common in United Kingdom primary schools. Finds that even children as young as seven years can jointly plan a story at the computer. Uses examples of pupils' discourse while composing to illustrate the processes by which they produced written text. (RS)

Examines different ways in which a range of computer-mediated communication tools can be used in similar classroom settings. Argues that curriculum design for writing classes is inextricably tied to how computer communications will be used in the class. Presents results of a semester-long study of two first-year writing classes using computers.…

Presents findings from an ethnographic study of four high school basic writers collaborating on an assignment in their school's computer lab. Finds that the students were largely unsuccessful as writers and as collaborators--three of the students became, for the most part, nonwriters. Suggests that computer-assisted writing environments may result…

Examines ways primary-aged children in the United Kingdom and Finland socially construct writing while using computers. Finds children's talk to be highly task-related and to concern mostly composing, not ways in which to use the computer. Suggests that ways in which children interact and write while using computers are embedded in wider…

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)