ERIC Number: ED229789
Record Type: RIE
Publication Date: 1983-Mar
Reference Count: 0
CAI Invention Strategies.
Rodrigues, Raymond J.; Rodrigues, Dawn
Prewriting programs using computers fall into two broad categories: interactive and noninteractive. An early example of a noninteractive program is that of Ellen Nold, called "Cinnamon." Its purpose was to present the student with a series of content questions. In answering such questions, the student would be accumulating a set of data that could be incorporated later into a piece of writing. In another noninteractive program, Nold forced her students to consider their audiences. Parallel to Nold's, but somewhat interactive, is a program developed by William Wresch. In his program, Wresch includes specific questions designed to help students structure their writing. An interactive invention program developed by Hugh Burns makes use of the tagmemic matrix of Young, Becker, and Pike; the pentad of Burke; and the enthymeme topoi of Aristotle. A program by Helen Schwartz leads students through prewriting exercises specifically designed to develop their ability to write literary papers. A more recent interactive invention program based upon creative problem-solving techniques makes use of visual synectics, in which a student selects a picture or views a graphic display on the monitor, lists elements of the picture onto the computer, and then relates, through comparisons, how the elements compare to the topic. Along with these developments are the new research questions raised by computer assisted writing instruction. One possible area of research concerns the nature of computer responses as rewards. Another area of investigation might be culturally determined learning styles. Thus, while computer assisted writing programs are exciting tools, they also provide variables for further research. (HOD)
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Invention (Rhetorical)
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (34th, Detroit, MI, March 17-19, 1983).