Writing, thinking and computers (original) (raw)
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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.
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...
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.
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.
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.
British Journal of Educational Technology, 2002
The word processor has been present in schools for over twenty years and has longed seemed an ideal tool to encourage pupils to re draft text as well as offering other advantages such as a shared screen for collaborative working and professional presentation of writing. Not surprisingly some case studies have provided valuable evidence on the value of word processor for young writers ( eg, Dauite, 1985;.
1988
In order to investigate the effects of computer technology on the composing processes of students in grades 8 and 12, a study compared students' writing in two conditions (writing by pen and writing by word processor), specifically addressing the questions of whether :+mputer use led to an increase in revision and/or an improvement in quality. Data were collected over one academic year from 13 classes, including pre-and posttests and all course compositions, and subjected to varying kinds of analysis. Extensive classroom observations produced descriptions of differing pedagogies, codings of classroom writing behaviors, and video recordings of specific students' writing behaviors. Results of revision analysis revealed that, for all grade levels, there were more changes in essays written entirely by pen than in those written by computer. However, the number of revisions in essays that were begun by pen and revised on the computer approached that in essays written by pen. Coding of students' behaviors as they wrote indicated that the computer diverted a significant amount of time from the task of composing, and that for many students the correction of typographical errors was a persistent interruption of their composing with a computer. Conclusions include the recommendation that a specialized pedagogy be developed to guide the teaching of writing with a computer. (Thirty-seven tables are included and 60 references are provided. Fifteen appendixes include instructions for the pre-and posttests; the rhetirical instrument used; tables of comparative data; and an interview protocol and questionnaire.
Computers and writing: Casting a broader net with theory and research
1988
There is] a sort of secret and tacit compact among the learned, not to pass beyond a certain limit in speculative science. The privilege of free.., thought has at no time been held valid in actual practice, except within this limit; and not a single stride beyond it has ever been ventured without bringing obloquy to the transgressor.
The Revision Process in Academic Writing: From Pen & Paper to Word Processor
Hong Kong Papers in Lingustics and Language Teaching, 1989
A study at Hong Kong University explored the use of the word processor as a writing tool in enhancing a process approach to writing instruction and the effect it has on writing performance, student attitudes to writing and revising, and the process by which students revise their scripts. A comparative analysis was done on a control group of 13 first-year industrial and mechanical engineering students and on an experimental group comprised of 12 first-year students from the civil and electrical engineering departments. On entry to the report writing course both groups were found to be comparable in terms of writing skills. Both groups also had the same instructor. The control group was taught in a conventional setting, doing all tAeir work by hand, whereas sessions for the experimental group were timetabled in a computer laboratory and writing was done on word processors. Findings suggest that writing on the computer did produce immediate and direct effects on writing quality. Findings revealed no significant differences in opinions about pre-writing, writing, or revision strategies. Students in the experimental group, however, werc more positive about the improvement and effectiveness of their writing. The experimental group revealed greater improvement in the revision process at the macrostructural level, particularly in the categories of substitution, addition, and permutation. Data suggest that use of the computer is a vast improvement in the process-oriented approach to writing. (Three appendixes of data and 26 references are attached.) (KEH)