Since its release in late 2022, ChatGPT and subsequent generative artificial intelligence (GAI) tools have raised a wide variety of questions and concerns for the field of technical communication: How will these tools be incorporated into professional settings? How might we appropriately integrate these tools into our research and teaching? In…

The authors suggest that writing should be conceived of not only as a verbal activity but also as a visuospatial activity, in which writers process and construct visuospatial mental representations. After briefly describing research on visuospatial cognition, they look at how cognitive researchers have investigated the visuospatial dimension of…

Keystroke logging has become instrumental in identifying writing strategies and understanding cognitive processes. Recent technological advances have refined logging efficiency and analytical outputs. While keystroke logging allows for ecological data collection, it is often difficult to connect the fine grain of logging data to the underlying…

This study investigates an elective English class, in which students in grades 10-12 collectively read and collaboratively wrote fantasy fiction in four groups. The purpose of the class was to have students consider the choices fantasy and science fictions writers, directors, and video game designers make when creating a fictional world. The…

The study of writers and writing in digital environments raises distinct and complex ethical issues for researchers. Rhetoric theory and casuistic ethics, working in tandem, provide a theoretical framework for addressing such issues. A casuistic heuristic grounded in rhetorical principles can help digital writing researchers critically…

Assesses the compatibility of computer conferencing with collaborative learning. Finds that computer conferencing is another form of computer technology well-suited for the teaching of writing as a socially constituted process. Finds that computer conferencing integrates school life with life outside the school. (RS)

Summarizes information on general and specific uses of computers in teaching business and professional writing. Presents research that examines both general computer usage in business communication courses and specific computer usage, such as electronic communication and text analysis. Provides background information on the importance of college…

Examines the effects of word processing on writing quality and the amount of text produced by basic writers. Finds that students using computers wrote more, but that there was no difference in quality between those who used a word processor and those who did not. (MS)

Presents a method that uses computers for writing placement exams, a "structured decision system." Argues that it is more economical and efficient than the process that uses real people as readers. (SR)

This newsletter contains 32 abstracts of approximately 1000 words each of papers presented at the 1988 conference of the National Testing Network in Writing. Abstracts, listed with their authors, include "Instructional Directions from Large Scale K-12 Writing Assessments" (C. Chew); "Portfolio Assessment across the Curriculum: Early Conflicts" (C.…

Describes the computer technology called hypertext, especially as it relates to teaching composition. Argues that the ability to redistribute textual control hold both empowerment and danger for hypertext writer/readers, who can be compared to cyborgs. Discusses the implications of hypertext for composition pedagogy. (HB)

A pilot study explored how to teach students to write thoughtfully, and also how to teach computers to recognize and interpret the kinds of thinking that appear in such writings. First, a taxonomy of mental processes was found, next the linguistic expressions (clues) that indicate the processes were hypothesized, and then a professionally-written…

Reviews studies on the effects of introducing word processing to basic writers. Presents the findings of an original pilot study which concludes that computer instruction causes basic students to write more. Suggests ways of improving instruction and obtaining more consistent results in future studies. (HB)

Indicates how a dialog between peers concerning their writing can be fostered through computer networking. Argues that computer domains offer one of the best sites for carrying out such dialogs. Describes a curriculum for collaboration emphasizing voice and based on a computer environment. (HB)

Discusses how computer technology has brought with it a rethinking about how writing happens. Notes that research indicates that computers have a positive impact on student writing. Lists 15 web sites that may help teachers and students with the task of writing. (SG)