Argues for a theoretical distinction between the act of composing and the act of transcribing. Examines early writing sessions and note-making patterns of writers working with traditional and computer writing tools. Finds individual writers have distinctly different strategies when writing in different technological contexts. (KEH)

Discusses the use of word processing to organize and catalog information, presenting an example of creating personal library catalog listings. Brief articles discussing other professional uses of computers are included as well as answers to specific questions regarding such use. (CB)

Describes how using split screens allows students to see writing as a complex and recursive yet coherent process rather than as a linear progression of distinct activities. Suggests that "windows" encourage sustained engagement in prewriting by opening accessible passageways for movement from prewriting and planning to drafting and…

Older adults ages 56-88 (n=12), some physically frail, were taught word processing and recorded their life histories. Older adults felt the same as a comparison younger group about ease of use, but were less confident in using computers without help. They were enthusiastic and demonstrated changes in general mental health and attitudes toward…

Finds that fourth, fifth, and sixth grade students were successful in using the electronic speller for correcting and verifying as correct over 85 percent of the words they had targeted as possibly misspelled. (SR)

Discusses how to use features in WordPerfect 5.1 to have technical writing students design a page of a manual. (SR)

Assessment of 20 students who learned word processing through cooperative learning and 20 who used an individual learning method found that cooperative learning students learned faster, needed less teacher assistance, and earned higher scores. Most felt positive about the experience. (SK)

Describes the use of MOKE, a basic IBM-compatible Japanese language word processor with a built in Japanese-to-English dictionary that functions as a text editor and also as a preparer and reader of electronic mail in Japanese. (CB)

Argues that students in college composition courses do not recognize the need for revision, and when they do, they lack professional writers' determination to revise. Notes that word processing does not provide incentive or skill to rewrite. Explores the accumulative rhetoric of word processing as it is experienced by student writers. (RS)

Shows how mathematical concepts can be displayed on World Wide Web pages. Discusses HTML; embedding mathematical formulae into text as pictures; the use of word-processing tools; MathML, a version of HTML for math; IBM Techexplorer, a browser plug-in; and Java applets. (Author/LRW)

Describes difficulties often faced by poor spellers when trying to spell check their papers electronically. Describes four strategies to help students use electronic spell-checking programs effectively. (SR)

Presents an efficient text categorization (or text classification) algorithm for document retrieval of natural language texts that generates bigrams (two-word phrases) and uses the information gain metric, combined with various frequency thresholds. Experimental results suggest that the bigrams can substantially raise the quality of feature sets.…

Although the terms typeface, typeface family, typeface classification, font, and font family are often misused, they do have different meanings. A typeface is a particular design of type. A typeface family is a group of typefaces that have a similar design heritage or style, say, from original work done by a particular Italian master designer. A…

The cerebral hemispheres have been proposed to engage different word recognition strategies: the left hemisphere implementing a parallel, and the right hemisphere, a sequential, analysis. To investigate this notion, we asked participants to name words with an early or late orthographic uniqueness point (OUP), presented horizontally to their left…

In this study, we looked at priming effects produced by a short presentation (47ms) of morphologically complex pseudowords in French. In Experiment 1, we used as primes semantically interpretable pseudowords made of the grammatical combination of a root and a suffix, such as rapidifier ''to quickify.'' In Experiment 2, we used non-morphological…