Examines research on using word processors for writing and writing instruction. Argues that research can mislead and discourage teachers from using computers in their classrooms. Asserts that word processing encourages students to have fun while guiding them through the revision process. (MM)

A review of the Writer Rabbit software program details its multiple classroom uses, focusing on language arts activities such as practicing identification and classification of sentence parts, practicing spelling, and inventing stories. (CB)

The writing center at Central-Hower High School in Akron, Ohio, provides all students access to and assistance in computerized word processing. This article describes the writing center's purpose, goals, hardware, and software, and outlines the processes used to train teachers and students in using the system. (PGD)

Strategies developed by teachers for using word processing software in writing programs for grades K-6 are presented. These strategies will work with just one computer in a classroom. Two software programs are described. (MT)

Shows how communication instructors can provide leadership in demonstrating how the cost of producing an average business letter can be reduced through the use of technology. (EL)

The University of Pittsburgh has a 2-year agreement designating the Xerox Corporation as the primary supplier of word processing and related office automation equipment in order to increase productivity and more efficient use of campus resources. (MLF)

Describes some of the processes involved in the data structure manipulation and machine translation of a specific text form, namely, Soviet patent bulletins. The effort to modify this system in order to do specialized processing and translation is detailed. (Author/SED)

This study demonstrated that abstracts composed with the aid of a computer were rated higher than those without a computer. Categories assessed included spelling/punctuation, organization/design, sentence structure, clarity, and overall quality. Subjects were 68 students participating in the 1984 Secondary Student Training (SST) Research Program…

The author reviews software programs in creative writing for students with learning disabilities. In addition to processing programs, software that focuses on story building, revising, poetry writing, and narrative and expository writing is considered. (CL)

Describes a study showing that primary grade students can benefit from using a word processor in activities that involve the creation of text. Suggests activities that further extend the value of the word processor in language arts instruction. (EL)

Outlines one school's approach to using microcomputers to help teach writing skills in high school. (MD)

Discusses what to look for when considering the purchase of a microcomputer. Also discusses the basic features of word processing, spreadsheet, and database software. (JN)

Presents the opinions of two computer educators on the use of "The Bank Street Writer" and "WordStar" in the classroom. (AEA)

Optical Character Recognition Scanners (OCR) scan typed text and feed it directly into word processing systems, saving input time. OCRs are valuable in word processing training programs because they allow more students access to classes and more time for skill training. (MD)

Assessed the perceived managerial preparedness of word processing managers in selected Ohio businesses and compared the findings with current literature, word processing curricula in two-and four-year colleges and universities, and the curricular elements in the IBM Word Processing Managers' Seminar. Developed specific training topics for word…