Grade level: 1, 2, 3, 4, 5, 6, 7, e, p, i, t.

This book is a history composed of histories. Its particular focus is the way in which computers entered and changed the field of composition studies, a field that defines itself both as a research community and as a community of teachers. This may have a somewhat sinister suggestion that technology alone has agency, but this history (made of histories) is not principally about computers. It is about people-the teachers and scholars who have adapted the computer to their personal and professional purposes. From the authors' perspectives, change in technology drives changes in the ways we live and work, and we, agents to a degree in control of our own lives, use technology to achieve our human purposes. REVIEW: . . . This book reminds those of us now using computers to teach writing where we have been, and it brings those who are just entering the field up to date. More important, it will inform administrators, curriculum specialists, and others responsible for implementing the future uses of technology in writing instruction. - Computers and Composition

Integrating composing and computing / Elizabeth A. Sommers -- A writing teacher's guide to computerese / James L. Collins -- A writer (and teacher of writing) confronts word processing / Peter R. Stillman -- Selecting word processing software / Michael Spitzer -- Word processing and the integration of reading and writing instruction / Linda L. Bickel -- Word processing in high school writing classes / Shirlee Lindemann and Jeanette Willert -- The electronic pen: computers and the composing process / Cynthia L. Slefe -- Prewriting and computing / James Strickland -- Revising and computuing / Gail G. Womble -- Teaching literature using word processing / John F. Evans -- Error correction and computing / Glynda A. Hull and William L. Smith -- Realities of computer analysis of compositions / Donald Ross -- Looking in depth at writers: computers as writing medium and research tool / Lillian Bridwell and Ann Duin.

Providing a way to organize and document third- through sixth-grade student writing through the use of writing folders and other organizing aids, this book is for educators who believe that writing and word processing strategies and skills are best taught as students do real writing for a variety of readers. The book includes mini-lessons to introduce writing, word processing, and recordkeeping procedures. Chapters in the book are: (1) Writing, Computers, and Folders; (2) Prewriting and Writing; (3) Revising; (4) Editing; (5) Publishing; and (6) Portfolio Assessment. Forms on which to record writing topics, writing skills and strategies, pieces written by file title and date, and word processing skills and strategies are attached. (RS)

This handbook combines the experience and advice of pioneers in computer-enhanced instruction in colleges and high schools across the United States and documents the scope of the problem of teacher access to training by describing the results of a survey of teacher educators conducted in November 1985. The first section of the book describes 12 existing programs; the second suggests desirable models. After an introduction by Wiliam Oates, the book includes the following essays: (1) "A Computer-Training Program for English Teachers: Cuyahoga Community College and the Urban Initiatives Action Program" (David Humphreys); (2) "Integrating Computers into the Language Arts Curriculum at Lesley College" (Joan Dunfey); (3) "English Teachers and the Potential of Microcomputers as Instructional Resources at the State University of New York at Buffalo" (Elizabeth A. Sommers and James L. Collins); (4) "Interactive Computer Tools for Teachers of Writing at All Instructional levels at Columbia University's Teacher College" (Amy L. Heebner); (5) "The Gateway Writing Project: Staff Development and Computers in St. Louis" (Jane Zeni Flinn and Chris Madigan); (6) "Linking Secondary School and College Writing Teachers: CAI Staff Development That Works in Indianapolis" (Barbara L. Cambridge and Ulla Connor); (7) "Captain Jacobsen and the Apple Jocks: Computers and English Teachers at Glendora High School" (Sandra Hooven); (8) "Computers: Catalysts for Change at Springfield High School" (W. Edward Bureau); (9) "Adapting to a New Environment: Word Processing and the Training of Writing Teachers at the University of Massachusetts at Amherst" (Paul LeBlanc and Charles Moran); (10) "Preparing Teacher for Computers and Writing: Plans and Issues at Governors State University" (Deborah H. Holdstein); (11) "Integrating Computers and Composition at Southern Illinois University-Carbondale" (Stephen A. Bernhardt and Bruce C. Appleby); (12) "Faculty Development for Computer Literacy at the University of Wisconsin-Milwaukee" (Eleanor Berry and others); (13) "Developing and Implementing Computer-Training Programs for English Teachers: A Game Plan" (Dawn Rodrigues); (14) "Creating Writing Activities with the Word Processor" (Helen J. Schwartz); (15) "Incorporating Prewriting Software into the Writing Program" (Michael Spitzer); (16) "Style-Analysis Programs: Teachers Using the Tools" (Kate Kiefer and others); (17) "Using Computers in the Literature Class" (Frank Madden); (18) "Databases for English Teachers" (Stephen Marcus); (19) "Teaching in Networked Classrooms" (Trent Batson); (20) "Computer-Supported Writing Classes: Lessons for Teachers" (Cynthia L. Selfe and Billie J. Wahlstrom); and (21) "Evaluation of Computer-Writing Curriculum Projects" (Raymond J. Rodrigues). Two appendixes, "Survey of Computer Uses in English Education Programs" (William Wresch) and "Computer Access for English Classes" (Elizabeth Foster and others), are attached. (MS)

For all students, the ability to write, to use a word-processing program, and to unite the two skills in a synergistic blend of form and content has become a key factor in achieving academic success. This book presents teachers with a framework for helping them help students achieve this success. Divided into two parts, the book provides teachers with guidance for incorporating computers into the writing classroom and for making computers "the" essential tool for writing and writing instruction. The first part of the book, "Theory and Research," discusses the theoretical underpinnings of computer-assisted writing instruction, and the second part, "Practice," features a compilation of practical suggestions for teaching writing with computers, including a wide assortment of writing lessons specifically designed to exploit the more "writer-friendly" features of the word processor. (Contains 70 references and 9 notes.) (NKA)

In this revolutionary book, a renowned computer scientist explains the importance of teaching children the basics of computing and how it can prepare them to succeed in the ever-evolving tech world. Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers. Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible.