Award Date

1-1-1988

Degree Type

Thesis

Degree Name

Master of Science (MS)

First Committee Member

Doris Carey

Number of Pages

71

Abstract

The purpose of the present study was to determine whether the addition of computerized software into the writing process would aid students in making significantly more revisions at the macrostructure level of writing than would be made by those using traditional methods. In contrast to earlier research, the present study looked for such changes over a longer period of time, and with a younger, larger sample of subjects. In addition, this research sought confirmation of previous findings concerning increased draft length and reduction in grammatical and spelling errors with the use of computers; Three groups of sixth-grade students received writing instruction over a six-month period with different degrees of computer involvement. Results from this study provide empirical support for the addition of computers into the writing process. ANOVA calculations revealed that the experimental group, those writing with computers, demonstrated the greatest increase in holistic scores from pretest to post-test, the greatest increase in draft length and the fewest grammatical and spelling errors. The calculations for the analytical data revealed some unexpected results. All groups, regardless of condition, made more errors from pretest to post-test and corrected a smaller percent of these errors on the post-test second draft; Future research needs to address: the variability of student writing, a more precise measuring device, and the relationship between computer usage and cognitive strategies used in revision. (Abstract shortened with permission of author.).

Keywords

Computer; Effects; Process; Writing

Controlled Subject

Curriculum planning; Vocational education

File Format

pdf

File Size

1.64 MB

Degree Grantor

University of Nevada, Las Vegas

Language

English

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