The Introduction of Word Processing Into a Grade 7/8 Writing Program

Abstract

This paper reports on a project to integrate microcomputers into a seventh- and eighth-grade writing program. It was found that, although there was considerable social interaction by students in both the computer lab and the classrooms, the public display of the monitors may have encouraged more sharing of student writing. Teachers also reported fewer discipline problems in the lab and both teachers and students believed that student writing was longer using the computers. However, students rarely made substantive revisions of their work. Changes were usually limited to correcting spelling, punctuation, and changing words. The authors conclude that it is unreasonable to expect computers, by themselves, to affect the quality of student writing. Factors such as topic choice, purpose, ownership, and audience are more likely to affect students’ willingness to revise and, ultimately, the quality of their writing.

Keywords:

• word processing
• writing
• social interaction