Computers, Cognition, and Writing Instruction

Marjorie Montague is Assistant Professor in the School of Education and Allied Professions at the University of Miami, Coral Gables.

• Acknowledgments Introduction 1. Philosophical and Theoretical Perspectives A Historical OverviewComputer LiteracyPhilosophical IssuesCognitive PerspectiveSociological PerspectivePedagogical PerspectiveA Theory of Educational ComputingWriting Process Theory and Educational Computing 2. The Development of Writing Processes Models of ComposingConclusion 3. Writing Processes and Computers Writing Process InstructionComputer Writing EnvironmentWord ProcessingWriting Process SoftwareComputer-Assisted Composing SupportsConclusion 4. Computers and Writing at the Elementary Level Writing ResearchComputer-Assisted Composing ResearchLearning StrategiesTeaching StrategiesComputer Writing EnvironmentConclusion 5. Computers and Writing at the Secondary Level Writing ResearchComputer-Assisted Composing ResearchLearning and Teaching StrategiesComputer Writing EnvironmentConclusion 6. Computers and Writing with Special Needs Students Learning DisabilitiesPhysical and Sensory ImpairmentsCultural and Linguistic DifferencesSummary 7. Evaluation and Selection of Computer Writing Tools The Need to Evaluate Computer Writing ToolsConsiderations for Selecting Computer Writing ToolsInstructional GoalsHardware SelectionSoftware SelectionConclusion 8. Current Trends and Future Directions Trends in Educational ComputingFuture HardwareFuture SoftwareComputer Environment for Writing and LearningProfessional Preparation ProgramsConclusion Appendix: Computer-Assisted Composing Software Bibliography Index

"Educators will be faced soon, if they are not now, with questions on how to integrate the computer into the curriculum, and one of the first questions will be how to utilize the computer in teaching writing. This book represents a pioneering effort in this direction." — D. LaMont Johnson, Texas Tech University"Montague clearly grasps the paradox—that computer science not only has created problems, but that it also holds the promise of resolve for those same problems." — Daniel L. Peterson, Northern Arizona University