Discusses ways to integrate computers effectively into the freshman English course. Addresses some objections to using computers in the composition classroom. (MM)

Outlines in a humorous manner a matrix designed to help scholarly writers inject ponderous words into their academic writing. (NKA)

Outlines detrimental effects of word processing in the composition classroom on planning, reading, organizing, revising, error detection, and spelling and vocabulary skill development. Discusses strategies instructors can use to teach students to use the computer at each stage of the writing process in ways that encourage and develop the…

Discusses the benefits of using a word processor for composition in the areas of prewriting, revising, proofreading, and printing. (AEA)

Emphasizes the need for business or technical writing teachers to consider the machines used in the workplace when planning materials and procedures for courses. Recommends gaining familiarity with machines, choosing which technology to teach, and implementing the use of computers and other business machines in the classroom. (KEH)

Presents and discusses three confessions regarding the effects computers have had on writing processes and products of three writing teachers. Suggests approaches to the use of word processing in composition courses and to research on such use. (SD)

Reviews studies on the effects of introducing word processing to basic writers. Presents the findings of an original pilot study which concludes that computer instruction causes basic students to write more. Suggests ways of improving instruction and obtaining more consistent results in future studies. (HB)

Offers five easy ways to help teachers become a computer expert: (1) meet a computer; (2) meet people experienced in using computers; (3) learn the lingo; (4) read about computers; and (5) find out what computers can do. (EL)

Points out that revising one's writing on hard copy after using the word processor for composing (1) reduces both computer and writing anxiety, (2) provides greater opportunity for decentering, and (3) is more comfortable to revise on hard copy than to revise onscreen. (EL)

Offers comments on an article appearing in a recent issue of this journal in which the writer argued that word processing enhances student writing performance. Includes a response by the article's author, Don Richard Cox. (FL)

Describes how students can exploit the power and flexibility of computers to find, organize, and store information gathered while conducting research. Describes how students can use computers to compose, revise, and edit their research papers. (RS)

Shows how basic writing students' knowledge of how to use the computer to produce new, revised drafts of their essays in approximately an hour led to their productive use of word processing. (EL)

Proposes the use of a computer program called "Slo-Write" that slows word processing down to one character every five seconds for use by word processing burnouts. (NKA)

Describes a workshop used with classes doing Web research for their English papers in a computer lab. Shows how this is a good opportunity for students to learn to find, evaluate, and save Web sources, how to read critically and annotate the sources, and how to weave them into working drafts and avoid plagiarism. (SR)