Technical writing instructors at Drexel University (Pennsylvania) use computers to excite students about something they usually regard as a chore. Most of the students are engineering majors, but do not necessarily know how to use a computer. However, they accept the necessity of following a logical set of commands, and that every program must be…

Four teachers discuss using the word processor to (1) teach writing, (2) help students with dyslexia, and (3) access an information retrieval service for research papers, as well as for other classroom purposes. (EL)

Describes four storyboard techniques frequently used in designing computer assisted instruction (CAI) programs, and explains screen display syntax (SDS), a new technique combining the major advantages of the storyboard techniques. SDS was developed to facilitate communication among designers, programmers, and editors working on a large CAI basic…

Describes how computers were integrated into freshman writing classes at Middlebury College without shifting the emphasis of the class away from writing. (AEW)

Word processors can be used in the classroom to help teach both the mechanics of writing and the process as a whole. The computer can facilitate student/teacher conferencing, peer evaluation, peer collaboration, and purposeful writing. (DF)

Describes clientele who could benefit from software being developed at University of Iowa for writing effective prose; what these authoring tools do and how they work; and design standards likely to produce a successful product. The software's design scheme, general design principles and objectives, and educational potential are discussed. (MBR)

Describes a language-learning simulation based on unedited news obtained directly from one of its major sources. Outlines objectives of both substantive and performance media simulations and their importance to second language learning activities. Provides guidelines on the technology needed to access the news from press agencies. (SED)

Describes how the word processor can be used for the creation of application and practice materials for reading comprehension in a learning station format. (CRH)

The article describes typical kinds of writing problems found in fourth grade learning disabled students and discusses ways in which the computer makes the child's planning and composing problems more accessible to teacher help. Similarly, pitfalls of such accessibility are also cited. (CL)

Presents specific practical suggestions about evaluating and selecting word processing programs and text editing programs for students learning to write on microcomputers. (CRH)

The article describes ways in which learning disabled students can use simple database management and word processing programs as active users. Involvement in these types of computer applications allows the user to be an active, creative communicator. (CL)

Describes a pilot program that used computers to help teach creative writing to children in New York's South Bronx. (CRH)

Discusses the benefits of using a word processor for composition in the areas of prewriting, revising, proofreading, and printing. (AEA)

Argues that low-cost speech synthesizers used to read drafts back to students are potentially valuable aids to revision. Suggests possible classroom applications, and describes the kinds of assistance synthesizers offer writers while still allowing them to diagnose problems and to formulate their own plans for revision. (KEH)

Describes several uses for computers in the English classroom, including word processing, typing practice, and networking. (MM)