Grammar checkers do not claim to teach grammar; they are tools to bring potential problems to the writer's attention. They also offer only formal and Standard English preferences, limiting the freer expression of some literary forms. Without guidance, students may misuse the checker, become frustrated, and feel discouraged. Users must be…

Offers ideas and activities of teachers who have successfully used computers with high school English students. Shows that (1) extensive equipment is not always required; (2) computers can be used by all students; (3) computers can help show the best sides of students; (4) computers can give access to the world; and (5) there is life beyond word…

Evaluates "Editor," arguably the most sophisticated grammar and style checker. Tests its effectiveness by using samples from one student and one published writer. Finds that "Editor" is limited to identifying problems in surface structure and that it sometimes identifies "errors" which are not errors while failing to…

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)

Examines several aspects of word processing and desktop publishing, focusing on hardware and software selection. (MM)

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)

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

Describes one teacher's use of a "computer daybook"--an online journal that keeps track of students' progress in learning word processing and in grappling with the problems of writing. Lists several prompts useful for students beginning to learn word processing. (ARH)

A high school teacher has created a more effective method of responding to students' papers by using the tools that are available in common word-processing programs and widely available technology. Assessment has become a powerful tool for instruction and student self-reflection as the response of most of the students is positive towards…

Reviews several word processing programs, a spell-check program, and a program to create computer programs. (EL)

Examines the implications of word processing technology for the English teacher. (JL)

Argues that much of the flurry of activity in schools involving computers is a computer con game. Tells how computers should be used for educational purposes and how teaching methods would change as a result. (EL)

Describes the steps a writer can go through in producing an article and how a word processor can facilitate the thought and compositional processes. (CRH)