This intervention study aimed to test the effect of writing process feedback. Sixty-five Grade 10 students received a personal report based on keystroke logging data, including information on several writing process aspects. Participants compared their writing process to exemplar processes of equally scoring (position-setting condition) or…

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…

Because students learn from each other as well as lecturers, it is important to create opportunities for collaboration in writing classes. Teachers now benefit from access to plagiarism detectors that can also provide feedback. This exploratory study considers the role of four review types, open and anonymous, involving the students themselves,…

In this Symposium focused on MOOCs, this journal carries forward a tradition of attending to the technologies associated with composing and the teaching of composing. In the May 1983 issue of "College Composition and Communication," for example, most of the articles focus on composing and include a mix of inquiries, from Jack Selzer's on the…

Using a nonexperimental design, the researchers explored the effect of captioning as part of the writing process of individuals who are d/Deaf and hard of hearing. Sixty-nine d/Deaf and hard of hearing middle school students composed responses to four writing-to-learn activities in a word processor. Two compositions were revised and published with…

Argues that students in college composition courses do not recognize the need for revision, and when they do, they lack professional writers' determination to revise. Notes that word processing does not provide incentive or skill to rewrite. Explores the accumulative rhetoric of word processing as it is experienced by student writers. (RS)

Examines research on using word processors for writing and writing instruction. Argues that research can mislead and discourage teachers from using computers in their classrooms. Asserts that word processing encourages students to have fun while guiding them through the revision process. (MM)

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 whether more frequent revising throughout composing interferes with the constructive processes of composition of eighth graders. Finds that the effects of word processors interact with individual student differences. Suggests that researchers and writing teachers need to consider these potential differences when prescribing word…

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…

Asserts that the advantages of word processing for business writing classes are clear. Even though a teacher confronts giving up some lecture or discussion time, the hour spent in the lab frees students from tedious recopying, provides the teacher with professional-looking papers, and permits time for more writing assignments. (RAE)

Argues that low-cost speech synthesizers used to read drafts back to students are potentially valuable aids to revision. Suggests possible classroom applications, and describes the kinds of assistance synthesizers offer writers while still allowing them to diagnose problems and to formulate their own plans for revision. (KEH)

Examines the learning benefits which may accrue from using desk-top publishing techniques with children, especially in terms of the development of literacy skills. Analyzes desk-top publishing as an extension of word processing and describes some ways of using desk-top publishing in the classroom. (RS)

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

In the absence of appropriate instruction, word processing programs in general and stylistic analysis programs in particular can reinforce the unproductive revision strategies of inexperienced student writers. For example, the predilection of inexperienced writers to see text as parts (words) rather than as whole (communication) can be reinforced…