In this Symposium focused on MOOCs, this journal carries forward a tradition of attending to the technologies associated with composing and the teaching of composing. In the May 1983 issue of "College Composition and Communication," for example, most of the articles focus on composing and include a mix of inquiries, from Jack Selzer's on the…

To improve the quality of instruction in composition classes at the University of Wisconsin-Superior, a project incorporating the use of word processors was instituted. The project began in the summer session of 1984 with a regular section of beginning English. Although some students experienced difficulty in learning to use the word processors,…

Suggests that university computer labs offer the advantages of decentralizing instruction and drawing attention to students' writing. Notes that, although labs require money and instructional space, the benefits outweigh the limitations. Argues that, once a collaborative atmosphere is established and word processing is practiced, students can…

Examines spelling instruction historically. Describes a 1986 large-scale spelling analysis showing that the most commonly misspelled words are homophones, spellings based on pronunciation, and visual errors. Examines changes in student spelling wrought by the advent of word processing. Explores the future of spelling pedagogies. (SR)

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)

A pilot study examined the influence of team teaching, the use of computers, conferencing, and one-to-one immediate feedback on the development of writing skills of learning disabled students at Genesee Community College. Twelve students identified as learning disabled (LD) and who demonstrated great difficulty in introductory English classes were…

Assesses the broad, measurable effects of using computers to teach introductory college composition, collecting data from 24 classes. Finds that students using computers revise and improve their posttest essays at significantly better levels than students writing with pen and paper. (SR)

Defends the use of the word processor in writing classes. Describes how using it makes revision easier and cleaner, contributes to the speed and fluency of composing at the keyboard, and lends itself to new ways of composing and experiments with alternative structures for writing courses and classes. (EL)

By employing techniques learned through special education research together with the process approach to teaching writing, the composition teacher can help the ever-increasing number of learning disabled (LD) students in the developmental writing class to improve their writing. Using the process approach, LD students first concentrate on gathering…

To learn more about the initial effects of word processing on essay-writing performance and on writing apprehension, eight English instructors at Marist College in Poughkeepsie, New York, conducted a one-semester controlled experiment with freshmen in eight randomly selected college writing classes. Eighty students wrote essays using terminals…

Responds to teachers who are still unconvinced of the value of word processors or computers in professional writing courses. Describes word processing units offered in a technical writing course and reports results from a questionnaire on the units given to students in the course. Contains a copy of the questionnaires. (EL)

The effect of microcomputer word processing on college students' writing was investigated with three sections of a required freshman English course at Indiana University of Pennsylvania. Half of the subjects were randomly selected to use the university microcomputer in a laboratory setting to write eight essays, while the other half worked in…

This first-year progress report considers the objectives and achievements of CompuEnglish, a project developed at Saddleback College's North Campus (California) to introduce word processing skills into traditional composition classes. Section I offers a summary report on progress as of 1985, reviewing the four phases of project implementation and…

Designed to be used as a reference and guide for students enrolled in the CompuEnglish Program at Saddleback College North (SCN) in California, this workbook introduces word processing skills that can be used to write better compositions for English and other classes. The workbook contains a copy of the syllabus used in SCN's Freshman Composition…

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)