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Can Computers Help Students Learn to Write?

It is my opinion that computers can make a valuable contribution to the development of writing skills. However, for technology to make a difference, it will be necessary for educators to understand how technology could be useful and adjust the instructional/learning environment to take advantage of such opportunities.

The most significant "advantages" of technology are probably missed because they are too obvious. 1) The computer allows the user to save work. 2) The computer allows for efficient modification of work. Together these characteristics greatly improve the process of revision.

The role of revision is prominent in models of expert writing (Flower & Hayes) and influential, but seldom implemented approaches to writing instruction (e.g., process writing). A relevant question might thus be - if revision is considered a key process in expert writing and noted by those focused on the development of writing skill, why have I and most students seldom revized written course assignments. The reasons are many. The teacher does not have enough time to read multiple versions of the assignment? The assignments would take too long to complete and progress of the class would be slowed down? Add your own ideas to this list!

I am suggesting the computer has already increased the probability you engage in revision.

  • you make more changes as you write
  • you return to your work at another time and make changes

I suggesting revision based on external comment could also be increased in frequency.

  • comments from the teacher
  • comments from peer reviewers

One of the keys to the approach I am suggesting is finding creative ways to generate "external reviews". Generate a list of possible reviewers:

  • the writer
  • the teacher
  • other students in the class
I am suggesting both that this list might be longer AND that academic time spent reviewing the work of other writers contributes to the development of personal writing skills. Perhaps researchers might address such questions. For example, I wonder what would happen if a researcher would contrast freshman English Composition classes requiring course time be spent on 1) the reading of literature as a model for writing with 2) the reading and editing of writing assignments generated by classmates.

What role does technology play?

  • save work and allow edits
  • easy methods for exchanging written work (files on disk, files sent via email, etc.)
  • tracking of comments and revisions

I think there will eventually be a body of research focused on topics I have raised here. I also think that even when changed in applied settings the advantage of the "process approach" will take some time to become evident. Technology has existed in K-12 settings for many years, but the student to computer ratio is only now approaching the point (approximately 4:1) at which constant use of the computer for writing and revision would be practical.

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