Adding Word Processing to the Writer's Workshop
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Authors
Goodson, Kimberly B.
Issue Date
2003-05
Type
Thesis
Language
en_US
Keywords
Writing classroom , At-risk students , Keyboarding skills
Alternative Title
Abstract
With the increase in availability of computers in schools and classrooms,
computer assisted instruction has undertaken an important role in the writing classroom.
The purpose of this study was to determine whether using the word processor in the
writer's workshop enhances the quantity and quality of student writing. I investigated the
mechanics, grammar, and spelling errors of two groups - one using the word processor
and one using the traditional pencil and paper method to write. The participants in the
study consisted of 60 ninth grade at-risk students in four classes.
Assessments indicated that students who used the traditional pencil and paper
method produced higher quality writing but wrote less than those who used the word
processor. A majority of students in both groups expressed that they would rather use the
word processor than the traditional paper and pencil method. However, the observational
data indicated that students' keyboarding skills were, in many cases, not sufficiently
developed to allow for comfortable and effective use of the word processor.
The results of this study were communicated to the learning community through a
focus meeting with the English department and the instructional supervisor. One value
of the study may be that it points out an urgent need for improving computer literacy
courses in middle school.
Description
Citation
Publisher
Valdosta State University
License
Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.