Although a number of studies examined the use of social networking sites (SNSs) in academic writing instruction, these studies mainly revolve around social media centered on microblogging features. Despite living in a visually dominated world, the potential of visual social media such as Instagram whereby the textual, the visual and the social can…

In the area of composition, computer assisted instruction (CAI) must move beyond the limited concerns of the current-traditional rhetoric to address the larger issues of writing, become process-centered, and involve active writing rather than answering multiple-choice questions. Researchers cite four major types of interactive CAI, the last of…

Presents three exercises that teach good proofreading and editing skills as well as tap students' creativity on the word processor. (HTH)

To determine whether basic writers revise more successfully using word processors as opposed to pen and paper, a study investigated the quality of revision of approximately 100 college basic writers in three classes at a southern university. In the fall semester, word processors were used in each of the three classes once every two weeks. In the…

A study examined whether the use of word processors would enhance the amount and quality of students' revisions. Subjects, 28 high school sophomores and juniors enrolled in a special class for interested writers, met twice a week for 60 minutes in either a computer laboratory (experimental group) or in a regular classroom (control group). Findings…

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)

Considering questions relevant for teachers, students, researchers, and developers of educational innovations, this book centers on the words and experiences of the teachers and students who used QUILL--a system containing both computer-based tools and environments for writing. The first chapter introduces general issues on which the analysis of…

This compilation of articles on computer applications in writing instruction deals with the areas of prewriting, editing and grammar, word processing research and applications, and programs for the writing process. It contains the following papers: "Recollections of First-Generation Computer-Assisted Prewriting," by Hugh Burns; "Computer-Based…

A comparison of three popular computer programs for text analysis examined their effectiveness in analyzing texts written by students of English as a Second Language (ESL). Results indicate occasional incorrect advice and emphasis on relatively trivial issues, raising doubts about their effectiveness as a stand-alone revision aid for ESL writers.…

A computerized grammar checker was developed to assist teachers of English as a Second Language in editing student compositions. The first stage of development consisted of an error analysis of 125 writing samples collected from students. The 1,659 errors found were classified into 14 main types and 93 subtypes. This analysis served as the basis…

Based on the notion that children will rewrite willingly if given a definite purpose, three alternatives for revision connect the necessity of revision to the students' acceptance and desire to revise. The first alternative is to have the children revise their original story format, where the basic storyline remains the same, but the ideas,…

One of the best teaching methods adaptable to the computer is the writing conference. The student and teacher meet at the computer and work with the piece directly on the screen. Holding writing conferences at the computer allows the teacher to get closer to the student's writing processes and to determine the stage or stages with which the…

Shows how basic writing students' knowledge of how to use the computer to produce new, revised drafts of their essays in approximately an hour led to their productive use of word processing. (EL)

Focusing on process description, provides a step-by-step class presentation of an assignment given to a technical writing class that uses a computer program to teach instructions. Discusses the assignment's benefits to class discussion, the editing session, and the writing produced. (JD)

The discussion looks at techniques for communicating effectively with students of English for academic purposes during classroom revision of written compositions. The approach highlighted is to use a word processor projected in the classroom that "sideshadows" comments to the original text. The original text is left untouched while projected in…