Motivational research identifies utility value, or the importance of a learning task to future goals, as central to motivation to learn. This study analyzed survey data (N=86) collected from adult literacy learners to examine their utility value of writing improvement in grammar and spelling skills, word processing skills, and planning, drafting,…

Motivational research identifies utility value, or the importance of a learning task to future goals, as central to motivation to learn. This study analyzed survey data (N = 86) collected from adult literacy learners to examine their utility value of writing improvement in grammar and spelling skills, word processing skills, and planning,…

Many students with learning disabilities (LD) and emotional/behavioral disorders (EBD) struggle with the writing process. Technology has shown to be effective in supporting prewriting, drafting, revising, proofreading, and publishing of written products. This article explains the use of one technology-based graphic organizer with embedded…

Reports how the use of microcomputers in a writing class helped change students' writing behaviors, created a writing community, caused the teacher to learn along with the students, and helped marginal writers improve. (SRT)

Investigates the effects of word processing on the quality of college basic writers' revisions. Finds that word processing does have a positive effect. (MS)

Word processing does not, in itself, teach revision. Students with incomplete revision strategies will not begin revising at a higher level simply by using a word processor. New computer strategies for teaching revision are needed--revision strategies that use the computer to reorganize, elaborate, and strengthen what has already been written. For…

Discusses the process of revision and the teacher's role in helping students learn to revise their writing effectively. Lists five revision principles. (MG)

Based on interviews with university faculty, describes the impact of word processing upon their writing habits. (HOD)

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…

Discusses multiple uses of the word processor as a writing tool. Following a description of the various parts of a word processing system, the author addresses concerns of the novice user, concluding that word processors may serve "both in the professional writing of educators and in the teaching of writing." (JBM)

Argues that writing teachers should seize the initiative and design pedagogically appropriate issues for word-processing technology. Proposes a strategy for designing and employing usage checkers to improve sentence-level fluency. Discusses research on usage checkers, sentence-level revision, and instructor intervention. Offers suggestions on…

Reports on a small pilot study that investigated the effect of word processing on the revision of six college freshmen. The results suggested that word processing did not encourage students to revise more extensively. (HOD)

Describes a writing strategy that teaches students how to write a first person narrative and revise for more exact and fresh vocabulary words. (MG)

To determine whether basic writers revise more successfully using word processors as opposed to pen and paper, a study investigated the quality of revision of approximately 100 college basic writers in three classes at a southern university. In the fall semester, word processors were used in each of the three classes once every two weeks. In the…

Offers basic advice on using a word processor to teach writing, from how to choose the appropriate software before selecting a computer and a printer, to the benefits of using a word processor instead of a typewriter. (NKA)