Master of Science (MS)
Secondary, Post Secondary and Vocational Education
First Committee Member
Number of Pages
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.).
Computer; Effects; Process; Writing
Curriculum planning; Vocational education
University of Nevada, Las Vegas
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Bates, Nancy, "Effects of computer use on the writing process" (1994). UNLV Retrospective Theses & Dissertations. 33.