Community colleges have historically been leaders in using information technology to serve students better. Examples of new applications of technology to transform teaching systems and organization include collaborative writing projects, electronic forums, independent learning systems, and distance learning. (MSE)

Within in the context of language instruction in Hong Kong, including peer reading and conferences, suggestions are offered for providing effective feedback at the product-evaluation stage in writing; i.e., giving comments and making corrections. A step-by-step guide and checklist are included. (16 references) (LB)

Recounts the details of a 2-week summer writing institute for students from grades 3 to 12 that incorporates peer response and revising into civic and creative writing. (MG)

A developmental model combining both skills and whole language instruction in four phases is offered for literacy development in children with mild handicaps. The four phases, common to literacy development in all children, move from pretend reading, writing, and spelling, to the transitional stage of fluency at approximately a third grade level.…

A study of written teacher comments on student papers in the University of Texas at Austin's program in writing across the curriculum found that the comments' instructional effectiveness was situational. Recommendations are made for enhancing their effectiveness by more awareness of student perceptions and need for assistance. (MSE)

Ongoing computerized procedural facilitation with strategies and writing-related metacognitions for improving writing during and after computerized assistance--the Writing Partner (WP)--was studied, using 60 Israeli high school students. Compared to two non-WP groups, the WP group wrote better essays, internalized explicitly provided guidance, and…

Describes the positive experiences of a tenth grade writing teacher using peer evaluation to encourage revision of papers. (PRA)

Examines the use of word processing by undergraduate business communication students at the University of Nebraska. Finds that very few use word processors as their primary writing tool. Notes that few business communication textbooks address the use of word processing. Suggests business instructors emphasize the use of word processing in all…

Studies the availability of writing programs at 2-year colleges. Reports that virtually all of the 236 schools that replied to a survey offer composition and most offer such courses as basic and creative writing. States that fewer schools offer advanced or sophomore composition. Concludes that both class sizes and teaching loads exceed…

This paper provides an overview of the Computers and Writing Instruction Project, a field-tested curriculum for teaching writing to learning-disabled students consisting of a process approach, word processing, and strategy instruction. Its scope and sequence are described and guidelines for establishing a writer's workshop in the classroom…

Describes a literature, writing, and art activity using the Russian folktale "The Turnip" to help kindergarten students recognize and appreciate the ways in which children, families, and cultures are alike. (MG)

Begins the process of developing an understanding of integrated media learning to use integrated media effectively, especially as it relates to writing and students at risk of school failure. (MG)

This study examined whether computer-assisted instruction (CAI), compared to conventional instruction, would improve the teaching of grammar and writing to college students studying developmental communication. A quasi-experimental pretest/posttest evaluation indicated students receiving CAI enjoyed a substantial advantage in the presence of a…

Claims that technical or business communications courses need to be interculturalized to prepare students for the global marketplace. Defines three problems: ethnocentrism, language barriers, and cultural differences. Provides strategies, assignments, and resources for implementing an interculturalized communications course. (HB)

Analysis of a writing lesson delivered to 22 children in their first year of school shows that instruction in grammar occurs without the use of a metalanguage for the concepts under instruction. Teacher control of knowledge through contingent question and answer is analyzed. (SLD)