This August issue constitutes the third and last installment of Computers and Composition, Volume 9, 1991-92!. Given this fact, the most important page of this issue may be the last one--it contains a form with which you can renew your current subscription to Computers and Composition for the coming academic year of 1993-94. Sending us this form and your subscription check before October will guarantee that you receive the upcoming November issue--guest-edited by Paul Leblanc--in a timely fashion. That issue will delve into a range of complex software issues and includes reviews that will help readers make hard decisions in tough budget times.

Speaking of tough budget times, you may also notice when you fill out the new subscription form that we have raised our prices slightly--by $5.00 in each category--to cover increases in the cost of paper, printing, and binding. We hope that readers will recognize the necessity of this increase and continue supporting this journal for another nine years.

But if the subscription renewal page is essential, it is certainly not as interesting as the contents of this issue--five feature pieces that provide a critical perspective on computer-supported composition pedagogy. Taken as a collection, these pieces offer a fruitful blend of theory, research, and practice. This collection also provides readers a robust sense of the issues we must continue to address as a profession over the coming years.

Starting off the issue, in our "Computers and Research" section, Elizabeth Klem and Charles Moran present their findings from a series of observational case studies, in what we consider a ground breaking article. Klem and Moran talk about the ways in which two teachers--who see computers as a positive and productive instructional technology--actually resist the impetus to change their conventional classroom approaches in a computer-supported writing facility. These findings corroborate what our profession has suspected for a number of years now, that technology alone does not necessarily change the basic instructional approaches that characterize learning spaces. It takes teachers who are educated both as technology critics and technology users to accomplish productive change. Following this piece are two fine pieces of poetry by Joe Amato; we hope readers will enjoy these as much as we do.

Three more feature articles provide additional perspectives on computer-supported writing facilities and the instructional work that goes on within them. In the "Computers and Pedagogy" section, Valerie Balester, Kay Halasek, and Nancy Peterson analyze the sharing of authority that occurred during a collaboratively taught course for basic writing students, supported by real-time computer exchanges. This piece illustrates what can happen when a class goes right; it also outlines a series of network-based assignments that many readers will find valuable. Equally as valuable, we think, is Paul Heilker's analysis in the "Computers and Controversy" section. This piece addresses what has gone wrong with our thinking on computer-supported revision instruction. Also in this section are two excellent sources of information for readers: Tharon Howard offers a superb introduction to "WANs, Connectivity, and Computer Literacy" and Dave Harralson sketches a series of design decisions made by administrators at Utica College and their implications for the computer-supported writing facility at that institution. Both Howard and Harralson accomplish a service to the profession with the information they provide in these articles.

To close the issue, we have scored three top-notch reviews. The first is Carolyn Handa's review of Writing on the Edge, a journal that is sure to be of interest to our readers, especially when they learn of the special issue on hypertext that came out in 1991. Paul LeBlanc, our Software Editor, has also sent along Birgit Scherer-Wiedmeyer's review of software for writing centers, and James Wilson's review of Daedalus' MINDWRITER/DESCANT. These fine pieces round out a full issue that Gail and I hope you will enjoy now and use frequently through out this year.