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ERIC Number: ED329994
Record Type: Non-Journal
Publication Date: 1990
Pages: 21
Abstractor: N/A
Reference Count: N/A
Does Word Processing Improve Students' Writing? A Critical Appraisal and Assessment. Final Report to FIPSE.
Neuwirth, Christine M.; And Others
A 3-year project examined the cognitive effects of word processing on writing processes and products. In particular, the project examined effects on writers' planning, reviewing, and revising in a series of six assessment studies. Among the most important results of the project were that writers using word processing alone--both student writers and more experienced professional writers--engaged in significantly less initial planning, conceptual planning, and total planning than when they used pen and paper, and that this phenomenon was related to the difficulty experienced writers report in getting a "sense" of their texts and recalling them when using word processing. Findings of the project suggest that student writers be explicitly taught how to exploit the benefits and avoid the weaknesses of both word processing and pen and paper media. Results and recommendations of the project have been disseminated in a series of conference presentations, technical reports, and publications in national journals. (RS)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Fund for the Improvement of Postsecondary Education (ED), Washington, DC.
Authoring Institution: Carnegie Mellon Univ., Pittsburgh, PA. Center for Educational Computing in English.