Writing, thinking and computers (original) (raw)
Handbook of Children's …, 2003
The technological environment, in which writing takes place, affects both writing and cognition. However, this depends on the design of the technological tools that support writing and their use. The chapter reviews writing with technological tools, specifically writing with word processors and related tools. We argue that the reported mixed effects of using computer tools in students' writing, should be analyzed according to the long lasting "effect off" vs. the direct "effect with" technology usage paradigm, coupled with the types of students' literacy activities and the context of their learning environment.
PROCESS WRITING AND WRITING WORD PROCESSORS IN THE WRITING PROCESS - KALLIOPI SOTIRELI
Writing is as a channel through which intimate thoughts come to life. As writer Ernest Hemingway once cited “There is nothing to writing. All you do is sit down at a typewriter and bleed,” the writing process is one scrupulous situation aiming at inspiring imminent readers to actively collaborate on, contribute to and judiciously evaluate a written text, be it written traditionally with pen and paper or digitally on a word processor. The purpose of this assignment is to demarcate the process of instigating writing theory to a class of Secondary Education while focusing on ‘process writing’ and ‘word processing’.
Writing Processes with Word Processors
chais.openu.ac.il
In this study writing processes, performed using Word processing software, are portrayed and compared to theories dealing with pen-and-paper writing. The writing processes of 40 female university students were logged and recorded. Dividing the processes into writing phases and hierarchically clustering writing patterns we find that writing with Word processors involves processes which are both common to pen-and-paper writing and unique to the computerized environment. Word processed writing can still be characterized as a recursive activity in which planning is dominant in its initial stages and revision in its final stages, nevertheless, after an intensive early planning stage, it also involves simultaneous micro planningtranslating-reviewing phases throughout the writing process. In addition, much of the revision performed is an editing of language errors immediately following the completion of words. Although such writing behavior is considered characteristic of novice writers, this was not apparent in the written products. Questions therefore arise regarding the compensative nature of the computerized writing tool.
Computers in writing instruction
International Journal of Educational Research, 1992
For computers to be useful in writing instruction, innovations should be valuable for students and feasible for teachers to implement. Research findings yield contradictory results in measuring the effects of different uses of computers in writing, in part because of the methodological complexity of such measurements. Yet the computer seems to be a promising toot in several new, theoretically based approaches to writing inst~ctio~. Research of these kinds of computer applications should continue, paying attention to context variables that infiuence the implementation process importantly.
The benefits of word processing in process writing
1997
The word processor is a valuable writing tool that can have a notable impact on the writing process and on the social context for writing in today"s schools. The majority of the research on writing with a word processor has indicated the word processor does provide specific benefits for our students and may be used to develop skill in writing. This review defines the process approach to writing, reviews the research on the benefits of using the word processor in process writing as well as the research which doesn't support its use, and discusses variables that affect the research results. Throughout the review, it is evident that further research is needed to examine in greater detail the established benefits of the word processor. It is suggested that further research include a greater number of participants from the elementary grades. This open access graduate research paper is available at UNI ScholarWorks: https://scholarworks.uni.edu/grp/367 THE BENEFITS OF WORD PROCES...
Word Processing and the Technology of Prose
Journal of Technical Writing and Communication, 1986
This article suggests that computerized word processing provides a closer analogue to the mental processes involved in prose writing than use of a pen or pencil or a typewriter. This statement may appear paradoxical because word processing depends upon a complex technology that for some observers may appear to be “unnatural.” However, the flexibility provided by this technology, especially the infinite opportunities to alter an impermanent set of notations, accommodates the multiple and overlapping cognitive activities essential to writing. This thesis is supported by the various interdisciplinary studies contained in Cognitive Processes in Writing.
Higher Education, 1993
This study investigated whether the use of word processing in the creation and submission of written essays by tertiary students, resulted in the achievement of higher grades compared with conventional methods. The study was conducted among 240 student teachers in the first year of a degree course and studying a pre-service unit in teacher education. Students' marks in an essay were gathered along with details of the submission method used; word processed, typed or hand-written. Initial statistical tests showed that students who used word processing as a method for essay submission scored significantly higher essay marks that students whose essays were typed or hand-written. Further tests, however, revealed than it was the level of revision carried out rather than the submission method that accounted for the differences in achieved scores.
Networds: The impact of electronic text-processing utilities on writing
Journal of Social and Evolutionary Systems, 1994
This article investigates the extent to which electronic modes of text expression affect the way writers produce their work. The following issues are addressed: (a) does word processing, with its utilities, influence the actual composition of a written work, or merely provide an efficient, expedient method of producing a hard copy (printed) or electronic manuscript; (b) to what extent does the "tele-communicability" of electronic text bring into being and facilitate group production of text; (c) which writers--those in business, technical communications and journalism, or those in more artistic or educational endeavors such as fiction, criticism, and academic research--are more influenced by the innovations these tools offer; (d) how do the innovations of hypermedia and hypertext figure in the evolution of text creation?