Presents an interview with Oliver Sachs. Discusses his approach to writing, including the physical pen-and-ink approach as opposed to using a word processor; his use of journals; his motivation for writing; his approach to revision; and his view of himself as a writer. (NH)

Examines critically the claim that computers give rise to nonlinear writing. Presents a new computer-based research tool, "S-Notation," that can automatically trace a writer's revisions to a text in their natural order. Presents an ongoing study that applies this method to assess the effect of the writing task on the linearity of text production.…

Outlines detrimental effects of word processing in the composition classroom on planning, reading, organizing, revising, error detection, and spelling and vocabulary skill development. Discusses strategies instructors can use to teach students to use the computer at each stage of the writing process in ways that encourage and develop 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,…

Computer technology (primarily word processing) enables the student of public relations writing to improve the writing process through increased flexibility in writing, enhanced creativity, increased support of management skills and team work. A new instructional model for computer use in public relations courses at Purdue University Calumet…

Asserts that the advantages of word processing for business writing classes are clear. Even though a teacher confronts giving up some lecture or discussion time, the hour spent in the lab frees students from tedious recopying, provides the teacher with professional-looking papers, and permits time for more writing assignments. (RAE)

Describes clientele who could benefit from software being developed at University of Iowa for writing effective prose; what these authoring tools do and how they work; and design standards likely to produce a successful product. The software's design scheme, general design principles and objectives, and educational potential are discussed. (MBR)

Presents specific practical suggestions about evaluating and selecting word processing programs and text editing programs for students learning to write on microcomputers. (CRH)

Describes a pilot program that used computers to help teach creative writing to children in New York's South Bronx. (CRH)

Discusses the benefits of using a word processor for composition in the areas of prewriting, revising, proofreading, and printing. (AEA)

Argues that when students interrupt their thought flow during composition writing to edit language, syntax, or mechanics, the pauses obstruct fluency and dilute concentration. Use of the word processor for invisible composition is described to show how computers reduce time spent on composing and alter quantity and quality of time. (MBR)

Review of research on students' use of word processing for text generation and revision and its impact on text quality suggests that enthusiasm about its benefits may be misplaced. Enabling students to model structural features of sophisticated texts may help with complex writing tasks and change conceptions of writing. (SK)

Presents a study examining the effects of using pen and paper and word processing on planning processes. Results show that writers using word processing alone: (1) planned less overall; (2) planned less before beginning to write; (3) did less conceptual planning; and (4) did more sequential or local planning. (RAE)

Investigates the theoretical basis of the writing process and describes the possibilities of word processing as a tool to support it. Writing process models are compared; the advantages of word processing are discussed, highlighting the revision process; and a model for use by elementary and secondary teachers is suggested. (21 references) (LRW)

Suggests that writing is a rhythmic activity. Claims that the combined effect of rapidly switching between composing and revising is to set up complex cycles of engagement and reflection that may disrupt the flow of composition. Describes "Writer's Assistant," a writing environment designed to study computer support for writing processes. Proposes…