Outlines one school's approach to using microcomputers to help teach writing skills in high school. (MD)

Discusses the learning philosophy of LOGO and how it is utilized with a word processing program to help former drop-outs learn to write. Some teaching techniques with descriptions of how they can be applied are included. (MBR)

This report contains profiles of computer-based writing programs at 49 colleges which were originally submitted for empirical assessment by a 3-year project sponsored by the Fund for the Improvement of Postsecondary Education and the City University of New York. The profiles, representing two-year and four-year, public and private, rural and…

A program in a special school provides 60 deaf students (ages 9-19) with microcomputer access for three to four hours per week. The microcomputer is being used to develop student writing skills (creating, editing, refining), to publish a desktop school newsletter, and to participate in a telecommunications network. (DB)

The two components of this document are: (1) a brief position paper; and (2) a related but independent bibliography of references on using computers in reading/writing instruction. The paper presents six recommendations for the intelligent use of computers in the teaching of reading and composition, discussing the guidelines of the International…

To improve the quality of instruction in composition classes at the University of Wisconsin-Superior, a project incorporating the use of word processors was instituted. The project began in the summer session of 1984 with a regular section of beginning English. Although some students experienced difficulty in learning to use the word processors,…

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)

An inner-city school has a remedial word processing program for students from the sixth to eighth grades. Students are writing more and reading more. The computer has increased their confidence and serves as a nonjudgmental third party and can communicate their feelings to others. (MLF)

Differences between letters of four adolescent mildly mentally handicapped (MMH) students written by hand and those composed on a microcomputer using a word processor were examined in terms of amount of time a subject spent completing a letter, the length of a completed letter, the number of words written per unit of time needed to complete a…

Reviews 34 computer programs designed to help freshman writing students and their teachers either by providing instruction, supporting the composing process, or helping to manage classroom activities. Most of the programs run on microcomputers and are currently available; a few are included because they indicate interesting trends. (MBR)

Writing expert Donald Graves discusses various issues related to writing and computers, suggesting that word processors can help bring out the natural writers in students. Six tips for conducting successful writing conferences are listed and discussed with sample student and teacher commentary. Software to improve writing skills is also discussed.…

Looks at the possible influences of word processors, text editors, and microcomputers on writing instruction. (FL)

To illustrate the capabilities of local area networking (LAN) and integrated software programs, this paper reviews current software programs relevant to writing instruction. It is argued that the technology exists for students sitting at one microcomputer to be able to effectively carry out all phases of the writing process from gathering online…

Generally, there are three kinds of software that could be used in college writing courses: word processing programs, interactive questionnaires, and text parsers. Although the benefits of these programs are well known, they still pose some problems. Word processors, for example, have been designed to "process" existing text; few have…

The study compared achievement and attitudes of Utah State University students who experienced two different methods of teaching business communication. The experimental group used microcomputers equipped with word processing, spelling, and grammar packages. Results show no difference in students' writing ability or attitude toward writing as a…