This dissertation explores the relationship between language production processes and recorded typing behaviors among native speakers of English writing in their native language. Typing is quite prevalent in modern societies, as its use is becoming increasingly required in professional and personal settings but it remains largely understudied in…

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…

This study compares a problem-solving account of discovery through writing, which attributes discovery to strategic rhetorical planning and assumes discovery is associated with better quality text, to a dual-process account, which attributes discovery to the combined effect of 2 conflicting processes with opposing relationships to text quality.…

The purpose of the report is to explore some of the mechanisms involved in the writing process. In particular, we examine students' process data (keystroke log analysis) to uncover how students approach a knowledge-telling task using 2 different task types. In the first task, students were asked to list as many words as possible related to a…

This study addresses the current debate about the beneficial effects of text processing software on students with different working memory (WM) during the process of academic writing, especially with regard to the ability to display higher-level conceptual thinking. A total of 54 graduate students (15 male, 39 female) wrote one essay by hand and…

Investigates the effects of word processing on student's compositions to untangle the seemingly contradictory findings of earlier research. Finds that students are increasing their fluidity and fluency while simultaneously failing to organize and focus their increased verbiage. (RS)

Suggests slyly that, while word processors may have increased writing speed, they cannot ensure improved writing quality. (MM)

Reviews videotapes of three professional writers composing several essays from start to finish, both by hand and by computer. Discusses similarities and differences among the completed essays. Finds that writing appears to be governed by deep cognitive models that are little influenced by the mode of text production or by the writer's preference…

An instructor of a composition and computers writing course (designed for economically and culturally disadvantaged students) at the State University of New York at Buffalo, developed electronic conferences which combine the capabilities of the computer with the conference approach. The instructor reads students' papers while sitting at the…

Relates how a microcomputer with word processing capabilities can facilitate and enrich a student's writing. (HOD)

This paper reports the results and educational implications of an experimental, comparative study evaluating the gains in overall writing quality in two groups of college freshmen composition students. The experimental group of 45 students learned to compose their first four of eight essays on the computer, while their professor intervened with…

Compares essays composed by secondary school students with pen and paper to those composed on a word processor. Finds that word-processed essays were neater, longer, more formal, and had a weaker voice than pen-and-paper essays. Finds word-processed essay quality was unaffected for students with high to medium computer experience but was adversely…

Provides a review of some of the main issues covered in research on writing, and indicates where this research may be found. Discusses the nature of writing, learning to write, computers and writing, and evaluating written products. (PRA)

A study determined the effectiveness of using a computer word processor as compared to the traditional paper-and-pencil method for process story writing. Students in a first-grade classroom in the Mark Gardiner Hoyle Elementary School located in Swansea, Massachusetts, were randomly divided into a control group of 12 students and an experimental…

This report summarizes and synthesizes current research on the effects of using word processors on students' writing performance. The report examines cognitive models of the writing process, issues in the assessment of writing performance, and research on instruction in keyboarding. The work was carried out as part of a course requirement by…