Applications to computer-assisted instruction, in which students are led through heuristic processes, are discussed. A greater impact can be expected on America's prose from word-processing software and from the use of the microcomputer as an instrument for writing rather than for the teaching of writing. (MLW)

Describes five categories of computer programs useful for content area reading instruction: utility programs, word processing, simulations, telecommunications for access to a database, and story architecture. (HOD)

Reviews two recent articles on computer use in the English classroom. Discusses ways that word processing programs for microcomputers can be used to teach revision. Identifies the equipment and software requirements for using the approach and discusses practical benefits. (DMM)

Discusses where and when word processing training should take place, prerequisites to word processing training, modifying vendor training materials, building drills and repetition into lessons, which computer operations to include in word processing curriculum, beginning lessons with a review, and teaching the use of documentation. (CT)

Reviews ways that the word processor makes the language experience approach easier for teachers and students. (FL)

Examines two language arts computer innovations that are based on the process view of reading and writing rather than on the "reductionist" or individual skills view. The first is a software program called "Puzzler," the second is the application of word processing in composition. (HTH)

The article describes how to use a word processing program and add-on story starters for different genres to enhance elementary students' creative writing skills. Teachers input story starters, then students select a genre and add on a story version in that genre. Students can also develop their own story starters. (SM)

Discusses ways to encourage children to write on topics of their choice and use the word processor to revise their writing. (MG)

Writing behaviors of grade 1 children were explored as they used word processors to support their writing. Information was gathered in the form of field notes and audiotape transcripts from classroom observation sessions, along with informal interviews with students and teachers. Themes which emerged from the data analysis suggested a combination…

Fifteen learning-disabled students, aged 8-12 years, showed marked improvement in their story writing when they used a word processor as compared to handwritten stories. Children with severe spelling problems made fewer errors in their word-processed stories. Reluctant writers tended to write longer word-processed stories compared to handwritten…

Examines a number of language activities in educational software, noting that most focus on surface structure and conventions, thus closing off students' options rather than expanding them. Discusses how, by improvising with word processors, teachers can tailor activities to help students explore and reflect on their reading and writing…

Provides information gained from a survey of 129 university departments of journalism. Reports that most now use personal computers and video display terminals to teach editing and news writing. (FL)

The computer can be used in the classroom to make writing tasks less formidable. The word processor allows the writer to make corrections with less effort than rewriting an entire paper. Students are better able to see an imbalance between what they write and what they intended when writing with a computer. (DF)

Provides abstracts of documents reporting computer applications in reading and language arts that have been entered in the ERIC system. (CRH)

The advantages of using word processing in a business writing course are identified as making students feel more comfortable with writing, enhancing creativity, and making revision easier. The need for an initial large investment of time by instructors before initiating word processing use is discussed. (MBR)