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…

Studies of text comprehension have suggested that readers focus on different levels of ideational unit while reading, thereby affecting the quality of their comprehension of the text. A study examined the viability of the deep-surface categorization with regard to essay-writing and the relation of different approaches to writing to the quality of…

Examines a sample of conventionally composed and word-processing-assisted essays to assess the computer's effect on progress and competence by determining how students used the computer resources available to them to write their papers in both standard English classes and across the curriculum. (MS)