Gathers qualitative and quantitative measures in a formative analysis of the Writing to Read program. Finds that qualitative measures supported student, parent, and teacher satisfaction related to the program and that some statistically significant differences were found between first- and second-grade Writing to Read students and control…

A study determined the effectiveness of two computer-assisted programs for writing/language instruction. Three first-grade classes and three second-grade classes at each of five Charlotte-Mecklenburg schools (CMS) were selected for the study. Two schools were using Write to Read for the first time, two schools were using Acceleration Station 2000…

Explores the effect of generative and evaluative computerized writing prompts on the revision efforts of college students enrolled in an elective intermediate composition course. Investigates whether students would revise more extensively and successfully than those with no prompting assistance. Supports the assumption that explicit strategies via…

A study elaborated on the results of previous research on the effectiveness of the R-WISE (Reading and Writing in a Supportive Environment) software by examining the effects of the student factor of learner-control and the environmental factor of the teacher's preferred instructional style on student writing performance. R-WISE includes 3 specific…

A study sought to determine whether the experience and quality of writing changes when novice writers who compose on computers are supported by a more interactive guided-writing program. Subjects, 143 seventh- and eighth-grade students in San Diego were assigned by intact classes to one of five versions of computer-guided writing software. The…

Examines how a shift to an online writing course affected underprepared students. Finds the guided writing environment enhanced instruction and improved student retention and pass rates. (NH)

This study investigated the use of a writing-prompt software program, "The Ultimate Writing and Creativity Center," by two reluctant writers (two third-grade students attending a school in a suburb of Philadelphia, Pennsylvania) and compared their work with their pencil and paper writing. Given that computers are effective tools for…

The purpose of this study was to examine the quantity of words written by an intermediate elementary student when paper and pencil are used and compare it with the quantity of words written with a computer. One fifth-grade magnet homeroom consisting of 16 students was involved in this study. The participants were randomly placed into two groups.…

Compares the effectiveness of computer-assisted instruction with information on paper for teaching rewriting as a newswriting skill to college journalism students. Finds that students using the computer version produced better leads and believed they had learned more but that this apparent advantage did not carry over to their initial handling of…

Notes that online writing environments can lead basic writers to focus on the instrumental nature of language and technology, construe writing as performance, and see revision as error correction. Explores computer use as an aid in the process of composition in a one-credit computer lab course. Finds that basic writers face significant…

A study determined the effectiveness of using a computer word processor as compared to the traditional paper-and-pencil method for process story writing. Students in a first-grade classroom in the Mark Gardiner Hoyle Elementary School located in Swansea, Massachusetts, were randomly divided into a control group of 12 students and an experimental…

Investigates whether students in business communication courses perceive that their writing skills are enhanced with the use of a computer-assisted instruction program (Writer's Workbench). Finds that, although these students did not perceive significant improvement in writing, they perceived significant improvement in their oral communication…

Uses a control class to compare student attitudes about writing and performance as writers. Finds that students in the Internet-based classes contributed to their journals more frequently, reported a greater increase in their enjoyment of writing, and demonstrated greater improvement on initial and final timed writing samples as compared with the…

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…

This book profiles 12 writing centers that function effectively on their college and university campuses. Following an introduction that provides an overview and suggests ways the book can be used, the centers are examined in detail in the following chapters: (1) "A Multiservice Writing Lab in a Multiversity: The Purdue University Writing…