Fifteen learning-disabled students, aged 8-12 years, showed marked improvement in their story writing when they used a word processor as compared to handwritten stories. Children with severe spelling problems made fewer errors in their word-processed stories. Reluctant writers tended to write longer word-processed stories compared to handwritten…

Females, minorities, and disadvantaged students are not generally encouraged to work with computers as a result of traditional, cultural biases. Educators must work to assure equal computer access for all students. (JL)

Investigates whether students revise more extensively and successfully with a computer than with conventional methods. Indicates that writing on a computer did not lead to increased revision for these students and that no positive relationship existed between extensive revision and the quality ratings. (AEW)

Discusses the special needs of foreign language word processing and features that should be considered before investing in word processing equipment. Gutenburg, Jr., a word processing program, is critically reviewed. (LMO)

Word processing software can accommodate the writing deficiencies of high-functioning, learning-disabled college students, but documentation frequently needs revision for increased user-friendliness, better instructional layout, less complex syntax, and repetition of key concepts. A sample revision of one program is presented, focusing on switch…

Offers five easy ways to help teachers become a computer expert: (1) meet a computer; (2) meet people experienced in using computers; (3) learn the lingo; (4) read about computers; and (5) find out what computers can do. (EL)

Reports on the design and use of a computer system--SORT-AID--to assist bibliographic database searchers in the post-search, analysis phase of their work. Designed for National Aeronautics and Space Administration (NASA) installations, this system automatically determines the relevance of downloaded abstracts and provides facilities for editing…

Examines a number of language activities in educational software, noting that most focus on surface structure and conventions, thus closing off students' options rather than expanding them. Discusses how, by improvising with word processors, teachers can tailor activities to help students explore and reflect on their reading and writing…

Some of the limitations of desktop publishing are identified including: desktop systems cannot match the finished quality of typeset copy and traditionally prepared graphics; nonpublications office desktop publishing would require more time, and publishing will not be easier; hidden costs; and high quality depends on trained people. (MLW)

Reports on the design and use of a computer system designed to assist online database searchers in determining the relevance of downloaded abstracts. The system, which runs on a personal computer, includes aids for individual review of abstracts and semiautomatic determination of relevance; prospects for fully automatic use are discussed. (CDD)

Provides information gained from a survey of 129 university departments of journalism. Reports that most now use personal computers and video display terminals to teach editing and news writing. (FL)

This study investigated whether computer science educational background makes secondary students more adept at using word processing capabilities, and compared computer science and non-computer science students' writing improvement with word processing use. Computer science students used more sophisticated program features but student writing did…

Relates how a student's composing process will be shaped and influenced by the microcomputer and word processing. (HOD)

Discusses the major categories of add-on microcomputer equipment--memory, mass storage, printers, plotters, monitors, modems, music and voice synthesizers, light pens, game controllers, graphics tablets, word processors, graphics packages, and furniture--and offers suggestions that may be helpful in making purchasing decisions. (MBR)

The computer can be used in the classroom to make writing tasks less formidable. The word processor allows the writer to make corrections with less effort than rewriting an entire paper. Students are better able to see an imbalance between what they write and what they intended when writing with a computer. (DF)