Suggests that good software: constitutes a coherent text within a consistent theoretical framework; encourages users to take action; makes sense of complexity of information; has a consistent interface; allows connection to other programs; lets the user know what is going on; and is flexible from the teacher's and the student's points of view. (RS)

Offers criteria for selecting software for a computer-equipped classroom/writing lab: identifying uses, versatility, and ease of use. Concludes with advice for teachers to write their own applications programs. (RS)

Discusses the ideological dimensions of writing instruction software. Discusses errors and assumptions of choosing software for writing instruction. Suggests that all software decisions must be tested against the instructor's own self-conscious and informed understanding of the goals of writing instruction. (RS)

Offers guidelines for reviewing and evaluating English language arts software. Includes advice on using the guidelines. (RS)

Presents brief descriptions of 46 software programs designed to (1) help writers collaborate over a network; (2) help writers invent; (3) allow comment after critical reading; (4) help writers write research papers; (5) help writers analyze style/mechanics/usage; (6) offer on-line reference guides; (7) author multimedia courseware; and (8) assess…