Suggests that good software: constitutes a coherent text within a consistent theoretical framework; encourages users to take action; makes sense of complexity of information; has a consistent interface; allows connection to other programs; lets the user know what is going on; and is flexible from the teacher's and the student's points of view. (RS)

Offers criteria for selecting software for a computer-equipped classroom/writing lab: identifying uses, versatility, and ease of use. Concludes with advice for teachers to write their own applications programs. (RS)

Discusses the ideological dimensions of writing instruction software. Discusses errors and assumptions of choosing software for writing instruction. Suggests that all software decisions must be tested against the instructor's own self-conscious and informed understanding of the goals of writing instruction. (RS)

Offers guidelines for reviewing and evaluating English language arts software. Includes advice on using the guidelines. (RS)

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)

Suggests the learning curve of a multi-user, object-oriented domain (MOO) blockades effective use. Discusses use of an IBM/PC-compatible interface that allows developers to modify the interface to provide a sense of presence for the user. Concludes that work in programming a variety of interfaces has led to a more intuitive environment for…

Points to scholarship that helped the authors think about the ideologies behind Writing Spaces, a Web-based site for computer-mediated communication that they constructed using Perl scripts. Argues that writing teachers can and should shape online spaces to facilitate their individual pedagogies rather than allowing commercial software to limit…

Examines Listserv, a package for distributing email to a group of subscribers for the purpose of discussion. Notes the popularity of listservs among teachers and scholars in computers and composition. Suggests few users are aware of constraints the software places on the rhetorical situation. Explains how a Listserv is configured, decisions list…

Shows how style and usage checkers can be used in writing exercises that encourage a recursive pattern of student revision. Looks at several instructional design ideas that can create "process-centered" revision software that appears heuristic, contextual, and interactive. (RS)

Notes that educational software for the language arts should serve as a conduit to foster language development and should be evaluated as such for its instructional claims. Offers guidelines from a language learning perspective as a first cut in the evaluation process. (RS)

Describes a range of currently available and developing technologies for creating and presenting annotations, glosses, and other comments on digital documents. Discusses the potential applications of these tools for providing feedback to student writers, supporting extended group discussions around digital texts, and facilitating research and…

Reviews computer-supported invention tools, providing a comprehensive picture of software that can help teachers in composition classrooms. Discusses invention in a word-processing file, invention in an outliner, invention and hypertext software, and invention software. (SR)

Provides an overview of online education models developed by commercial and academic institutions. Examines some rhetorical strategies used to talk about online education. Outlines some of the main players and positions involved in debates about online education. Suggests strategies that academic groups might explore. Considers how composition and…

Considers ways in which writers use word processing packages. Analyzes the benefits and obstacles of such packages. Suggests that ease of revision can be both an advantage and a disadvantage. Observes that the limited ability to view an entire word-processed document inhibits critical reading. Argues that word processing technologies must be…

Suggests that the annual conference on computers and writing has remained on the cutting edge of technology and composition pedagogy. Notes changes--presenters discuss their uses of commercial applications rather than demonstrate homemade programs; instructors are more concerned with how users may manipulate others through technology; and the…