Digital tools are an integral part of most writing communities across the globe, enhancing the criticality of gaining a comprehensive understanding of both paper and computer-based writing acquisition and development. The relationships between transcription skills and children's paper-based writing performance are well documented. Less is known…

Recent technology advances have enabled the collection of keystroke logs during writing, a non-intrusive approach to collecting writing process data that could provide insights into writers' editing and revising behaviors in the writing process. Using keystroke logs from 761 middle school students in the US, this study investigated the association…

Primary school holds an important place in the acquisition of writing skills. Writing attitudes and habits of teachers are influential in writing education provided by primary school teachers during this period. This study aims to examine the writing habits of primary school teachers. To this end, writing habits of teachers were investigated in…

Discusses why recent studies of word processing offer contradicting results about computer-assisted revision. Examines how writers' cognitive processes for revision are affected by word processing. Finds that (1) experienced writers define revision to include more global-level changes, whereas students tend to focus on local-level concerns; and…

Surveys British academics. Reveals a divide between writers who favor a word processor as their main writing tool and those who favor the pen or pencil. Finds that word processors are both indirect and delayed. Suggests that educators may need to legitimate handwritten drafts or reversion to handwriting for some word-processor users. (RS)

Examines relationships among computer experience, attitudes, writing behaviors, and writing quality for advanced undergraduate students who have owned Macintosh computers for at least three years. Finds that writing attitudes and practices are fairly well ingrained for the less competent writers, and they need to become comfortable with the…

Examines changes in writing apprehension and blocking behavior among first- and second-language writers in first-year composition classes using computers. Finds that computer use alone did not reduce overall apprehension for either group and that it reduced blocking behavior for second-language writers but not for first-language writers. (SR)

An interim study measured changes in attitudes towards writing and the writing process among basic writing students taught in an electronic classroom (consisting of 25 networked computers). Students in six sections of basic writing which used the electronic classroom for at least 50% of their classroom time, and six control sections which did not…

Two sets of secondary students (n=26) were interviewed about attitudes toward writing after using laptop word processors. Handwriting remained popular and quicker for most writing tasks; neither planning nor constructive reflection on language were enhanced; typing speeds remained very slow; and the connotations of "writing" were…

Asks undergraduate students to respond to a series of questions by hand and using a word processor. Finds that some students felt profoundly disadvantaged writing by hand, and students who felt uncomfortable on the computer wrote longer and better developed responses in that medium. Suggests that a computer-assisted tutorial may act like L.…

Investigates the writing attitudes and text editing skills of students with considerable experience using word-processing systems toward word processing for different phases of the writing process. Finds the students are poor at text editing and typing. Finds that the students prefer paper and pencil for composing first drafts and prefer word…

Two English composition classes of community college students followed the same syllabus, but students in one class were required to use a word processor. Data were gathered at the beginning and end of the semester through an attitude questionnaire and student writing samples. Results indicated improved writing skills and attitudes toward writing…

Reports results of a survey of writing center tutors concerning their attitudes toward computer use. Finds that tutors in the writing center are largely confident in using word processing programs for their own writing needs and that tutors assume the students they tutor will use computers for revision of papers. (RS)

Students in four eighth grade communications arts classes wrote two stories--one using a word processor and one written manually. Participants' attitudes toward writing and editing were assessed. Stories were graded for overall competence, organization, support of ideas, and mechanics; a subsample received detailed analysis. Word processed stories…

A study assessed the impact of word processing on the writing of junior high school students, experienced in working with computers, for a number of tasks, including writing. Subjects, 111 eighth grade students in four communications arts classes at a Canadian middle-class suburban school, who had been using computers for writing for a year and a…