Illustrates the ideological foundations of computer-assisted composition (CAC) software by comparing two computer-writing aids: "Grammatik II" and "Interchange." Notes that many of the best CAC programs have come out of the composition classroom. Argues that English departments must support and reward those who work in CAC design. (RS)

Discusses the following issues associated with designing ideal university microcomputer classrooms: (1) campus vs. departmental classrooms; (2) finding space; (3) furnishings; (4) classroom layout; (5) selecting hardware; (6) selecting software; and (7) funding. (MM)

Examines the contexts of human-computer interaction, and argues that understanding word-processing research done in that setting can enrich thinking about the impact of teaching writing with the use of computers. Suggests issues developed in recent word-processing studies that may interest future researchers. (KEH)

Describes a hypercard stackware program called "Towards the Metapersonal Essay," produced collaboratively by a writing instructor and a professional computer analyst. Explains what the stackware does and how it might be used in the classroom. Concludes with some thoughts on the meeting of educational theory and computer technology…

Describes a modification of the software "Punctuation and Style," and a study of the modified software program. Reports that teachers rated computer evaluations of student compositions as helpful more often than did students. Notes that teachers and students agreed generally on the helpfulness of the program's most frequent comments. Argues that…

Presents some general principles about using computers in writing instruction. Describes several categories of computer software, including word processing, pre-writing programs, revision tools, text analysis, and tutorials. Answers several questions commonly asked about computer programs in writing instruction. (MM)

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.…

Uses four case studies to explore four areas in which computers affect the process of tutoring other writers: tutor-to-client dialogue; macrostructural revision; surface editing; and printing. Shows how the computer has some unexpected catalytic effects on human interactions. (MM)

Appraises the computer as a prewriting aid. Evaluates both the quality and quantity of ideas produced by various invention techniques and programs, and compares results of similar studies by Hugh Burns and Helen Schwartz. (NKA)

Draws on results of a four-year effort to establish a campus-wide, computer-supported writing environment to suggest that computer networks and specifically designed instructional software can provide the basis for network-supported, writing-center-based writing-across-the-curriculum programs. Discusses development of network communication tools…

Argues that the set of style, usage, and spelling check computer programs marketed as "Writer's Workbench" is an effective aid to good writing, giving users the opportunity to edit and revise text depending upon each individual user's purpose. Reports on a survey of teachers' and students' use of "Writer's Workbench" at St.…

Describes the creation and development of a computer software package called SPIRIT which assists secondary students in all phases of the writing process. (NKA)

Presents a combination review and teaching guide to HOMER, a computer program for writing instruction that analyzes text and has a feedback feature which encourages students to question its revision suggestions. (NKA)

Discusses writing instruction with the use of ACCESS (A Computer Composing Educational Software System), a program that allows the design of virtually any lesson or exercise a teacher envisions. Describes how ACCESS does the actual programming while the instructor provides the menus and overall program design. Appends 22 practical exercises. (NKA)