Discusses approaches for writing teachers to use when teaching how to write a persuasive essay using the word processor. (MG)

Describes how all of a teacher's students diagnosed with autism (ages 5 to 21 and thought to be severely retarded in their ability to learn or communicate) not only learned to read without formal instruction but could--and did--communicate their very normal thoughts while using a computer or pencil and paper. (SR)

Discusses the process of revision and the teacher's role in helping students learn to revise their writing effectively. Lists five revision principles. (MG)

Looks at the way thinking has changed regarding one specific application: using word processors to teach writing to students with learning disabilities. Reviews research done in this area. (MG)

Discusses methods for students to use in revising their writing on Apple IIe and Macintosh computers, and using HyperCard. (MG)

Describes a writing strategy that teaches students how to write a first person narrative and revise for more exact and fresh vocabulary words. (MG)

Focuses on three writing programs involving laptop computers for reluctant writers within the Seattle Public Schools. Notes that each program uses their laptops in very different ways to impact the teaching and practice of writing in schools. (MG)

Reviews research (1) concerning the use of word processors in improving children's writing; (2) students' attitudes toward writing; and (3) how improvements in writing are measured. Notes that current research should not be accepted at face value. Argues that teachers should seek ways in which the availability of word processors can help students…

Explains how one teacher consultant helped students and teachers in an inner-city elementary school learn to use computers in their literature-based, word-processing supported writing program. (MG)