ERIC Number: ED277049
Record Type: RIE
Publication Date: 1986-Apr
Reference Count: 0
Using Word Processing to Enhance Revision Strategies during Student Composing.
Kurth, Ruth J.
A study examined whether the use of word processors would enhance the amount and quality of students' revisions. Subjects, 28 high school sophomores and juniors enrolled in a special class for interested writers, met twice a week for 60 minutes in either a computer laboratory (experimental group) or in a regular classroom (control group). Findings showed that students learned basic word processing skills quickly and with only limited practice. Results indicated that the use of word processing in composition had motivational value, facilitated group discussions about writing, and helped foster peer editing. However, findings also showed that neither the length of the two groups' compositions nor the amount or quality of their revisions differed significantly. Analyses revealed that the experimental group had misspelled significantly fewer words than the control group--probably because it had access to a "spell checker." Questionnaires given to both groups to measure their attitudes about writing indicated that the experimental group felt significantly more positive than the control group about the instruction they had received, about their ability to write, and about editing groups. Overall, results showed that word processing can enhance the teaching of composition but cannot substitute for quality instruction in the entire writing process. A 46-item reference list is appended. (JD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (67th, San Francisco, CA, April 16-20, 1986).