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…

Asserts that sculpture and video represent two opposing metaphors for writing: continuity and stasis, and dynamic discontinuities. Sketches the histories of sculpture and video, and examines the mental habits associated with these histories. Stresses the need to explore how the culture's dominant media influences what students read and write.(MG)

Annotates (1) 28 professional books which deal with the whole language approach in the area of reading and writing; and (2) eight books to use as computer-related resources. (MG)

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)

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)

Describes strategies which teachers can model to help their students become cognitively aware of language. Suggests that teachers model writing and reading strategies at the same time they demonstrate word processing functions. (MG)

Describes how to create a quality learning environment by setting tone and context, using cooperative groups, and setting up success for students. Outlines a thematic unit on fairy tales which can be used in a faculty workshop to model new beliefs and skills associated with writing programs. (MG)