Reports on an informal survey of writers from various contexts (including a textbook author, a novelist, and a cookbook author), describing their ideal writing environments. Discusses how computer technology can address some of the needs expressed by these writers. (MM)

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 three writing activities designed to link literature, technology, and the visual and performing arts. (MM)

Reports an interview with writer Ken Kesey. Discusses Kesey's cooperative novel-writing project with a class of graduate students from the University of Oregon. (MM)

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)

Suggests that students should consider five parts of the social environment for any writing/reading situation, especially considering social relationships forged there between writers and readers. Describes these five aspects, and argues that activities using computer technology and writing should focus students primarily on the social nature of…

Describes how "The Children's Writing and Publishing Center" (a desktop publishing program for elementary students) combines word processing with computer graphics and motivates students to write letters. (MM)

Presents some of the better-known models to describe the process to writing. Combines some of their common features into a framework that is useful for thinking and talking about the roles that computers may play in supporting "the writing process." (MG)

Presents an overview of three ways that the computer can bridge the gap between reading and writing instruction: (1) word processing in the Language Experience Approach; (2) software to combine text and graphics; and (3) software to facilitate interactive reading and writing experiences. (MG)

Reviews Monsters and Make-Believe Plus, a computer program which supports learners in their quest to become skilled language users. Finds it to be one of the most powerful software programs available to implement a whole language program. (MG)