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ERIC Number: ED441254
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 31
Abstractor: N/A
Reference Count: N/A
The Effects of Using Microsoft Word[R] on Journal Word Counts in the High School English Classroom.
Godsey, Sherry B.
A teacher in a rural high school in East Tennessee observed that her high school advanced English students would readily agree to writing journal entries as long as they were allowed to use word processing software. In the past, students had bemoaned the daily ritual of journal writing using pencil and paper. The teacher wanted to find out if students actually wrote more words using word processing software than they produced when writing with pen and paper. The literature review on the benefits of using word processing software centered on the elementary grades, when students are unfamiliar or unpracticed with keyboarding skills. Results of those studies were negative since students had to contend with not only writing skills, but also the subtleties of keyboarding. Two English II Advanced classes participated as the subjects for this study. During the first six weeks of school, both classes were introduced to the journal writing process. Upon entry into the classroom, students would write for 15 minutes on a topic assigned by the teacher, which related to the day's lesson. During the second six weeks, the control group wrote in daily journals using the traditional classroom tools of pencil and paper. The treatment group met in the computer lab for the first 15 minutes of class to write in journals using computer software. At the end of the second six weeks, the teacher compared the word totals of each group to determine which group had produced the highest number of words. This research concluded that students familiar with keyboarding skills will produce more words in daily journals than those who write using pencil and paper. (Contains 25 references.) (Author/RS)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee