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ERIC Number: ED376474
Record Type: Non-Journal
Publication Date: 1994
Pages: 4
Abstractor: N/A
Reference Count: N/A
Computer Assisted Writing Instruction. ERIC Digest.
Simic, Marjorie
Two factors contributing to the change in writing instruction have been (1) the research investigating the way writing is taught and (2) the computer. Proponents of the various writing models endorse writing as an ongoing, multi-stage process, with equal emphasis given to each of the stages. Educational computing has undergone a change of focus regarding how the microcomputer should be used in language arts, especially in writing. As a tool for practice in writing, the word processor's usefulness is unparalleled. Even a beginner can use the delete, strikeover, and insert functions to make simple changes. Teachers can get around the typical problem of too few computers in the classroom by having children write on paper first. The word processor has helped realize the advantages offered in process writing. Revising, editing, and printing multiple copies becomes easy. For effective use of the word processor, schools must make a commitment to its use, and the classroom teacher must make an even stronger commitment to invest a great deal of time in teaching students how to use it. The ideal situation would be to place the teacher at the front of a computer for whole-class instruction. However, a peer-tutoring system can also work. In any case, the key is as much "hands-on" activity as possible. (RS)
ERIC Clearinghouse on Reading, English, and Communication, Indiana University, 2805 E. 10th St., Suite 150, Bloomington, IN 47408-2698.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.