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

Investigates the theoretical basis of the writing process and describes the possibilities of word processing as a tool to support it. Writing process models are compared; the advantages of word processing are discussed, highlighting the revision process; and a model for use by elementary and secondary teachers is suggested. (21 references) (LRW)

Software for computer assisted instruction in writing (CAI/writing) can be described in terms of "generations." The earliest (because easiest) application of computers to writing instruction was in the area of drill and practice. By focusing on one or another element of basic skills, well-designed drill and practice software provides instruction…

This article discusses writing processes and writing process instruction, describes a computer writing environment called computer-assisted composing (CAC), reviews research on CAC that incorporates process instruction for elementary and secondary students, and examines CAC research that focuses on writing-disabled students. (50 references) (LRW)

Discusses computers and related technologies as a significant means for acquiring language arts skills. Samples a wide array of uses for educational computing in English and language arts classes. (SR)

"Cognoter(tm)" and "CB" software, two new computer-based writing tools that rely on shared texts and real-time communication among participants and support collaborative invention, have implications for invention pedagogy and research. Cognoter improves on current invention aids by combining a brainstorming tool, a graphical…

Synthesizing research on writing instruction using word processors, this annotated bibliography contains 28 references of articles and papers in the ERIC database. The first section includes strategies, techniques, exercises, activities, and ideas on how to use time on a word processor most effectively. Articles and papers discussing the numerous…

A review of the literature on computers and writing reveals that a dichotomy exists. The great debate that has been taking place in the world of writing instruction mirrors the emerging debate concerning the implementation of computers in education. Applications and research fall into one of two categories: the computer as a teaching instrument of…

Word processors can assist teachers and students by focusing on writing as a process, rather than a product. Word processing breaks writing up into manageable chunks that permit writing skills to develop in an integraged manner. (10 references) (CJH)

QUILL, a set of microcomputer-based writing activities for students in grades two through twelve, is based on the recent research on the composing process. To help students become more experienced writers, QUILL includes two tools for writing: a planner, which helps students plan and organize their pieces, and a writer's assistant or text editor,…

Articles in this journal issue focus on computer applications for the English classroom. Following an introduction (Ken Davis), the seven articles discuss the following topics: (1) the computer as an administrative, instructional, and research aide for English teachers (Brian D. Monahan); (2) computer technology and the writing teacher (Sandra J.…

This report summarizes and synthesizes current research on the effects of using word processors on students' writing performance. The report examines cognitive models of the writing process, issues in the assessment of writing performance, and research on instruction in keyboarding. The work was carried out as part of a course requirement by…

The article reviews word processing software and software to build keyboarding skills, as used with students needing to improve their mastery of the writing process. Criteria for selection of word processing programs are discussed and specific word processing programs are compared. Instructional suggestions are offered. (DB)

Reviews the potential of word processors for changing the ways in which students process written text and think about writing. Three levels of computer-aided writing are considered: simple word processors; computer-aided writing programs; and higher-level computer-aided processing; and improvements in writing quality. (41 references) (LRW)

Prewriting programs using computers fall into two broad categories: interactive and noninteractive. An early example of a noninteractive program is that of Ellen Nold, called "Cinnamon." Its purpose was to present the student with a series of content questions. In answering such questions, the student would be accumulating a set of data…