A program evaluation was undertaken at Southern Illinois University (Carbondale) to assess the broad, measurable effects of using computers to teach introductory college composition. Twenty-four classes were studied--twelve control classes and twelve experimental--with the experimental computer classes meeting in the lab for half of their…

Responds to a call for proof of the effectiveness of the basic writing program at Indiana University-Purdue University at Indianapolis, and documents a marked increase in the success rate of basic writers after the program had shifted from a traditional product centered course to a process course. (RS)

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 summary is provided of the activities and outcomes of Irvine Valley College's (IVC's) CompuEnglish Project, a program designed to introduce word processing skills in Freshman Composition classes and assess improvements in student writing. First, introductory material describes efforts in computer-based composition undertaken at other schools,…

A study was conducted at Florida's Brevard Community College (BCC) to determine the effectiveness of using artificial intelligence software to teach Freshman Composition. At BCC, Freshman Composition is taught in the computer lab, with student using WordPerfect to type their essays and Writer's Helper to flag various writing deficiencies. The…

This report describes the Learning Disabled College Writer's Project, implemented at the University of Minnesota during the 1985-86 school year and designed to aid learning disabled college students master composition skills through training in the use of microcomputer word processors. Following an executive summary, an introduction states the…