Raises issues connected to the new teaching problems that accompany using computers in writing classrooms. Discusses three general categories: difficulties in transferring successful practices; difficulties in expanding successful practices; and difficulties in simply understanding which teaching practices may turn out to be successful. (MG)

Describes strategies which teachers can model to help their students become cognitively aware of language. Suggests that teachers model writing and reading strategies at the same time they demonstrate word processing functions. (MG)