with Lillian Bridwell-Bowles, "Computer-Aided Composing: Gaps in the Software," in CAI and the Humanities, ed. Solveig Olson (New York: Modern Language Association, 1985), pp. 103-115.

Software developers have not yet put the new writing technology and teachers' and students' needs together especially well. Most of the available software tackles problems at the word level, as one can see by looking at catalogs that list vocabulary builders, spelling drills, and word-attack skills for the primary grades and an occasional bit of practice on subject-verb agreement for high schools. We review programs that analyze writing and invention programs for university students. We conclude that, because computers cannot read and comprehend writing, the program we developed which records key strokes and can play them back might give the teacher-coach some insight into what students actually do when they write.


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