Composition teachers have generally embraced collaborative learning in the years since Kenneth Bruffee published his first article promoting its advantages in "College English" in 1972. But assigning collaboratively written papers in an introductory college writing course is still rare. This study assesses the benefits and drawbacks of assigning a…

Peer-response remains a central process in first-year composition; faculty can make it effective and efficient by "spotlighting"--designing the process as digital, emergent, and distributive. In this article, the author first elaborates on his own use of peer-response terminology. He favors "peer-response" as the descriptive term for…

This article presents an exchange between Kip Strasma and Elizabeth Tomlinson. Strasma responds to "Gender and Peer Response" by Tomlinson, and Tomlinson responds to Strasma's ""Spotlighting": Peer-Response in Digitally Supported First-Year Writing Courses." Both of them respond to each other's cross talk.

Describes how computers were integrated into freshman writing classes at Middlebury College without shifting the emphasis of the class away from writing. (AEW)

Investigates whether students revise more extensively and successfully with a computer than with conventional methods. Indicates that writing on a computer did not lead to increased revision for these students and that no positive relationship existed between extensive revision and the quality ratings. (AEW)

The recent influx of computer programs to aid students in writing has created some confusion between the linear, directed process of problem-solving and the less directed, more chaotic process of putting words down on paper. Though problem-solving and writing-as-process have some points in common, they cannot be taken as equivalent, because…

To learn more about the impact of word processing on the writing of college freshmen, a 2-year study involving 320 students of average writing ability investigated whether (1) students using word processors write significantly better than those who do not; (2) manipulating and improving sentences on a screen affects students' awareness of grammar,…

Presents the history of the development of computer-assisted composition (CAC) software and notes the problems with reserving some software for "basic" students while "brighter" students can use more complex modeling or simulation software. Concludes that, from experience with basic writers' success with the programs, there are some benefits to…

Discusses revision as a growth-through-change process occurring continuously through all stages of drafting. Describes several ways in which word processing facilitates invention, substitution, reordering, adding, cutting and other aspects of this kind of composing. Offers guidelines for using computers in the writing classroom. (JG)

Based on the general lack of empirical evidence on the effects of word processors on writing quality, a study focused on changes in writing quality and syntax of first-year college writers who were taught to use word processors as part of their English composition class. The issue addressed was whether using word processors increased the syntactic…

Addressing a variety of concerns of writing center directors and staff, directors of freshman composition, and English department chairs, the papers in this collection discuss writing center research and evaluation, writing center tutors, and computers in the writing center. The titles of the essays and their authors are as follows: (1) "Narrative…

Discusses a study of the effects of first year composition students' use of a microcomputer as a word processor on the quality of their writing. Compares students who used the word processor with those who hand wrote their compositions, revealing greater improvement among the word processing group, regardless of initial skill levels. (PAA)

Describes a teaching strategy using Apple IIe computers in a sequence of individual conferences. Includes asking questions while scrolling through the paper, showing students how to elaborate ideas by entering suggested changes and prompts in capital letters during the conference, and using a spelling checker to prompt revision (e.g., by compiling…

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…

A protocol study investigated whether computer tutors (programs that interactively guide writers while they freewrite with a word processing program) promote or hinder a richer understanding of the composing process. The analysis focused on writers' attitudes toward computer tutors in the invention process. Data were collected by tape recording a…