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Describes the new medium of e-mail as a sort of hybrid combining of print and speech. Argues that writing teachers must not ignore this new medium. Includes an e-mail update to "Elements of Style" and a description of how one teacher uses e-mail. (SR)

Describes the Polaroid Education Program. Discusses ways to incorporate instant photography and writing into a range of subject areas. (SR)

Focuses on design issues of HyperCard and introduces a variety of design-related topics to raise issues and to point to resources. (MG)

Describes how to transform a Rubik's cube into a tool for thinking and writing about literature. Notes how the six faces of the cube are labeled with common examples of theme, character, method, "world,""change," and reader perspective. Describes how, after shuffling, each face includes examples from each perspective. (RS)

Discusses the difficulty of figuring out how to show (not tell) someone what a compelling vision of education might be. Makes predictions about how technology will affect the teaching of writing. Asks readers to formulate their own predictions. (RS)

Reviews some of the attitudes and activities basic to the National Writing Project's Technology Network. (SR)

Discusses issues surrounding virtual reality and "virtual books." Suggests that those who are exploring the territory of virtual realities are already helping to expand and enrich expectations and visions for integrating technology into reading and writing. (RS)

Provides an update and expansion of an earlier "Delphi Study" which predicted changes that might occur resulting from the impact of technology on the teaching of writing. Provides comments based on recent research. Discusses two books that focus specifically on technology and writing. (MG)

Describes a computer program that prompts the user for different parts of speech and formats the words in a haiku-like poetic structure. (Available from "The Computing Teacher," Department of Computer and Information Science, University of Oregon, Eugene, OR 97403.) (AEA)

Argues that when students interrupt their thought flow during composition writing to edit language, syntax, or mechanics, the pauses obstruct fluency and dilute concentration. Use of the word processor for invisible composition is described to show how computers reduce time spent on composing and alter quantity and quality of time. (MBR)

First of a two-part series identifying probable changes in English instruction resulting from technology's impact on society and schools. Predicts consequences of interactive reading and writing software, style checkers, teacher-monitored networks in electronic writing labs, computer generated texts, and desktop publishing. (JG)

Second of a two-part series that identifies probable changes in English instruction resulting from technology's impact on society and schools. Provides a review of five books recommended for considering the source, nature, and direction of trends in hardware, software, and "neural netware," or brains. Reports questions used by researchers on this subject. (JG)

Free writing--writing without concern about spelling, grammar, and punctuation--provides students with opportunities to practice without being judged. Some free writing activities are described that allow teachers of subjects other than English to improve their students' writing skills without sacrificing time for their own subject. (JMD)

Expresses gratitude and respect to James Gray, retiring Director of the National Writing Project, and lists assignments Gray has outlined for the National Writing Project. (SR)