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)

Reports how the use of microcomputers in a writing class helped change students' writing behaviors, created a writing community, caused the teacher to learn along with the students, and helped marginal writers improve. (SRT)

Offers five high school teachers' comments regarding how the computer has changed their lives in the classroom, the uses they make of it, and what it promises for the immediate future. (SR)

Describes a one-semester academic composition course in the English curriculum of Amarillo Independent Schools, Texas. Discusses the advantages of incorporating computer technology into the course. (MM)

Describes the writing lab of the Glenbrook, Illinois, School District. Discusses the transition time between the old and new teaching systems, and offers ways to optimize this time. (PRA)

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

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

Describes a junior high school English teacher's experience with using 10 word processors, which encouraged students to write more and to write better. (Available from: Modern Learning Publishers, Inc., 6517 Liggett, Oakland, CA 94611, $14.) (AEA)

Reviews five books of research on teaching, including teaching with a word processor, peer response groups, mastery teaching, and teaching adolescents. (RS)

Examined the rationale for and uses of electronic mail in the writing class. Indicates that with one computer and a word processing program, an electronic mail system can be set up that will stimulate students' writing and sharpen their communication skills. (JN)

For all students, the ability to write, to use a word-processing program, and to unite the two skills in a synergistic blend of form and content has become a key factor in achieving academic success. This book presents teachers with a framework for helping them help students achieve this success. Divided into two parts, the book provides teachers…

This article describes how one secondary writing teacher integrated two computer-assisted strategies into her writing curriculum to enable students to use writing as a means of thinking. Strategies involved providing feedback on other students' writing and on addressing issues of interest in online synchronous chats. Application with students who…

Describes a classroom activity in which a group of five students compose an essay together which meets the following academic objectives: (1) awareness of what constitutes a thesis; (2) understanding of evidence which can be used to support such a thesis; and (3) a conception of a conventionally developed five-paragraph essay. (RAE)