Presents teaching variations with a word-processing package and related tools that enable teachers to develop different computer-writing pedagogies for their distinct contexts: traditional classroom, computer lab, or some combination of both. Emphasizes that teachers who re-envision teaching with regard to available technology can create dynamic…

Explores the impact of rapidly changing information technology on the future of the scholarly journal. A discussion focuses on how such digital electronic media as word processors, fax machines, and electronic libraries could change journal format, printing medium, quality of information, centralization of journals, and costs. (CB)

Illustrates the ideological foundations of computer-assisted composition (CAC) software by comparing two computer-writing aids: "Grammatik II" and "Interchange." Notes that many of the best CAC programs have come out of the composition classroom. Argues that English departments must support and reward those who work in CAC design. (RS)

Investigates the effect of microcomputer typing tutorials on students' typing speed. Finds that the typing tutorial was effective regardless of the environment (supervised or unsupervised), grade level, gender, or prior typing experience. (RS)

Examines the history of scholarly writing, concentrating on how computers have affected the process. Discusses the advantages of word processing, spelling checkers, computerized thesauri, and style checkers. Cautions writers against letting computer programs reduce their writing style to a basic or generic level. (GEA)

The paper examines ways to use word processing programs to ameliorate children's writing problems. Case studies of three children contrast samples of their handwritten work and their compositions using word processing A list of word processing programs for use with children with special needs is included. (Author/DB)

Describes the use of microcomputers to enhance vocabulary instruction in content teaching. Reviews the types of software available. (JAD)

Cites research showing that many technical writing courses do not give students an accurate conception of the workplace. Notes the importance of communication skills, inadequacies of writers in the workplace, and the need for practice and instruction in collaborative writing. Outlines a one-term course containing a collaborative writing project…

Describes a five-year study at University College, University of Cincinnati, comparing the writing of basic writing students who (1) did not use computers; (2) used a computer and word processing program; and (3) used a supplementary program guiding students through the writing process. Reports no significant differences in writing quality. (DMM)

A study of 240 student teachers and teacher trainees found that students using word processing rather than typing or handwriting on essays received significantly higher grades on their writing assignments. Further analysis found that the extent of revision rather than method of presentation accounted for the difference. (Author/MSE)

A profile of information technologies in secondary schools developed through interviews with 66 business educators found that word processing, database management, and spreadsheets are most frequently taught. Most respondents felt that the business education department should be in charge of teaching such technologies. (SK)

Identifies problems in the computer-supported group writing of MBA students who are both novice strategic report writers and novice users of technology that supports group work. Suggests several reasons for these problems. (KEH)

Recommends a technique designed to foster creative thinking in the business communication classroom. Describes an approach that incorporates several different communication tools, including analytical letter reports, oral presentations, and the use of computer-based technology in an ill-structured problem situation. (KEH)

Asserts that writing must have as honored a place in the first grade curriculum as reading. Discusses the need for computers in writing labs, word processing in first grade, cooperative learning, staff development, and holistic projects and assessment. Describes the implementation of these ideas in Los Altos, California. (PRA)

Discusses methods for students to use in revising their writing on Apple IIe and Macintosh computers, and using HyperCard. (MG)