Abstract
Few writing teachers have enough time or knowledge to develop interactive software programs that even begin to simulate a Socratic exchange between writer and respondent. Relatively unsophisticated CAI modules can be designed by resourceful teachers dissatisfied with commercial programs, but the hours are many and the EUREKAs few.(1) Furthermore, outright skeptics and begrudging acceptors of computer-assisted instruction rightly remind us that high-tech pedagogy, particularly when pre-arranged responses masquerade as intelligent interpretation, is a poor substitute for human criticism and encouragement.(2) I teach composition courses in which students write multiple drafts on microcomputers, and I annotate the hard copy. Eager to involve my students more directly in the process of composing with computers, I adapted Stephen Marcus' technique of invisible
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