Abstract
This paper elaborates the potential and limitations of Intelligent Tutoring Systems in the teaching of language skills, in particular, of writing. It (1) outlines the goals and significance of research in Intelligent Tutoring Systems, emphasizing their value in formulating knowledge about teaching more explicitly; (2) analyzes the pedagogical assumptions underlying research in Intelligent Tutoring Systems, focusing on theories of discovery learning and learning by doing; (3) describes the architecture of these systems; and (4) illustrates the instructional design issues by describing PARNASSUS, a project to construct an Intelligent Tutoring System for exploring instructional design issues in teaching students to write.
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