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ERIC Number: ED276037
Record Type: RIE
Publication Date: 1985-Nov
Pages: 12
Abstractor: N/A
Reference Count: 0
Teaching Strategies for Introducing Word Processing into the Writing Class.
Herrmann, Andrea W.
An ethnographic study of a writing class learning to use the computer as a writing tool indicated that learning word processing while learning how to write was a highly stressful experience for some students, and that a word processing course taught by writing teachers who attend to the special needs of writers should be available separate from the composition course. If a separate course cannot be implemented, writing teachers might teach word processing and writing in the same course, but not at the same time. However, as the findings of the study suggest, the ideal course for students must do more than separate the early phases of word processing from composition. Teachers must become sensitive to the compatibility of their teaching style with the learning styles of their students, and modify their techniques accordingly, providing a structure loose enough for students who benefit from autonomy, yet tight enough for those who prefer to work within explicit guidelines. The ideal class should encourage collaborative activities during the word processing and composition phases of the course, have no more than 20 students, and have a ratio of two students per computer at first, then one student per computer once the focus of the course shifts from acquiring the basic word processing skills to independent writing. (HTH)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Council of Teachers of English (75th, Philadelphia, PA, November 22-27, 1985).