A national survey of full-time instructional faculty (N=208) at universities, 2-year colleges, and high schools regarding attitudes toward using computers in second-language composition instruction revealed a predomination of Apple and IBM-PC computers used, a major frustration in lack of foreign character support, and mixed opinions about real…

Discusses revision as a growth-through-change process occurring continuously through all stages of drafting. Describes several ways in which word processing facilitates invention, substitution, reordering, adding, cutting and other aspects of this kind of composing. Offers guidelines for using computers in the writing classroom. (JG)

Discusses the trends toward developing "spelling checkers" for word processing programs. Compares 19 different commercial dictionary programs with regard to word size, dictionary source, number of words checked, memory requirement, algorithm type, and cost. Cautions against becoming too dependent on spelling checkers, noting their shortcomings.…

Describes four computer program features to avoid when using microcomputers for instruction: (1) fill-justified text, which may slow reading rate; (2) drill randomization, which may increase learning time needed; (3) timed pauses, which are based on averages that are seldom realized; and (4) flashing text, which may create negative attitudes among…

Describes observations of six freshman developmental writers composing with a word processor and computerized prewriting and revising aids, i.e., WANDAH, marketed as HBJ Writer. Stimulated recall sessions using videotapes of the participants' writing are described, the writing process is discussed, and two detailed case studies are presented.…

Describes computer use in the undergraduate physics laboratory at the University of Toronto. Topics discussed include user interfaces; local area networking; data analysis and acquisition; other computer applications, including a programmable calculator and word processing; and an example of an experiment involving gravity. (LRW)

Offers comments on an article appearing in a recent issue of this journal in which the writer argued that word processing enhances student writing performance. Includes a response by the article's author, Don Richard Cox. (FL)

Suggests techniques for the efficient use of one word processor among many students by dividing the writing process into stages of prewriting, writing, editing, and publishing. Examples of exercises and evaluations, a guide to producing a book, and a list of publications that accept children's writing are provided. (CLB)

Reviews the availability and use of educational software in elementary and secondary education. Topics discussed include the slow growth of software purchased by schools, programs that support the curriculum, word processing, tutorials, and trends toward networking and MS-DOS compatible software. (LRW)

The trend in school computers is toward "networking"--software controlled by a teacher from a central computer linked to student terminals. Despite rising costs, publishers are trying to meet the market's needs for word processing and database software. Guides published by software evaluation groups are listed for contact. (CJH)

Discusses the problems of teaching very young students to keyboard well enough to use a computer effectively in composition. Suggests that there is sufficient software to teach keyboarding as young as the fourth grade, and that teachers who have typing skills can teach keyboarding to their students. (JC)

Discusses some of the major sources of information about basic biochemical research in Japan. Describes major publications, Japanese word processors, and future autotranslations. (TW)

Principles for effectively teaching writing skills to mildly handicapped and learning-disabled students are outlined, and then three varying approaches are presented: (1) Direct Reading and Writing program, integrating regular class content with writing instruction; (2) self-instructional control strategies to reduce the complexity of writing…

Discusses two computer programs designed for third-year university-level Spanish composition classes. The programs are based on the process model of composing and consist of pre-writing, writing, and revision. (SED)

Provides guidelines and practical advice for planning and running a computer lab for writing. (NKA)