Assesses the broad, measurable effects of using computers to teach introductory college composition, collecting data from 24 classes. Finds that students using computers revise and improve their posttest essays at significantly better levels than students writing with pen and paper. (SR)

Describes how one school district integrated the use of word processing technology with its developmental writing program. Notes that findings of the pilot program indicated that students using word processors significantly improved the quality of their writing compared with students not using word processors. (MM)

Considering questions relevant for teachers, students, researchers, and developers of educational innovations, this book centers on the words and experiences of the teachers and students who used QUILL--a system containing both computer-based tools and environments for writing. The first chapter introduces general issues on which the analysis of…

Addressing the difficulty encountered by many vocational students in narrowing, focusing, developing, and structuring their ideas for technical writing projects, a computer program was designed to provide these students with a simple, time-saving method of brainstorming and organizing their thoughts. By asking thought-generating questions…

Seven rural counties on Maryland's Eastern Shore cooperated in a 3-year project to determine the feasibility of using microcomputers to instruct special education students in writing skills. All 42 participating teachers received inservice training in teaching writing to special education students; the 26 teachers in the experimental group were…

As a result of preliminary observations of word processing in elementary level language the seven case studies presented in this report reveal the effectiveness of current word processing (WP) activities within their respective instructional contexts. Each study is presented separately, detailing the classroom context, tasks and outcomes, program…