Showing papers in "Computers and Composition in 1994"

TL;DR: Research done in human-factors research, business, and sociology is used to contextualize the discussion of the ways computer-mediated communications changes the environment in which they are placed and supports the argument that patterns of interaction deeply entrenched within a patriarchal system cannot be undermined simply by offering access to a new medium.

TL;DR: A new computer-based research tool, s-NOTATION, is presented that can automatically trace a writer's revisions to a text in their natural order and applies this method to assess the effect of the writing task on the linearity of text production.

TL;DR: In a scientific-writing course, 15 of 54 students used a review-supporting computer program, PREP-EDITOR (PREP), to communicate with their peers about drafts, and it appeared that the technology was omnipresent in PREP users' perception of the course.

TL;DR: The Writer's Assistant as mentioned in this paper, a writing environment designed to study computer support for writing processes, is an example of such an environment, which is based on the idea that the ease of making low-level revisions with a word processor may lead a writer to oscillate rapidly between composing and revising, and the facilities offered by modern writing packages may entice the writer to switch between composition and displacement activities such as word counting or spell checking.

TL;DR: In this article, a wide range of theories and historical constructions of literacy and play are offered for instructors to conceptualize the construction of boundaries between productive and nonproductive language behaviors in this medium, especially when it is a new experience for students.

TL;DR: It is reported that even children as young as 7 years could jointly plan a story at the computer, and for this to be more than a perfunctory exercise, the pupils first needed to learn discursive skills and to appreciate their relevance to the task in hand.

TL;DR: Investigating children's oral language interactions in two countries to obtain a broad understanding of ways in which primary-aged children socially construct writing while using computers found children's talk in both countries to be highly task-related and to concern mostly composing, not ways inWhich to use the computer.

TL;DR: This article explored the possibility that writing on a computer can become unmediated thought, a kind of Vygotskian inner speech important to thought formation and found that students' responses were longer and were judged more developed with the computer regardless of which medium students used first.

TL;DR: The degree to which particular features of word processing as a medium might constitute new and significant impediments to individual writers is explored in relation to discussions held with a number of writers who had expressed concern that their expectations regarding the benefits of wordprocessing were not being fulfilled.

TL;DR: It is suggested that writing attitudes and practices are fairly well ingrained for the less competent writers, and that they need to become comfortable with the computer to experience the improved attitudes that the computer users report.

TL;DR: The authors designed a mentoring via telecommunications course, where secondary school students sent university mentors copies of writing assignments and mentors provided feedback on how the writing and the students' writing processes could be improved.

TL;DR: The author examines six statements about computer-based distance learning from two opposing perspectives to show that solving the problems requires change at all levels of computer-mediated communication (CMC) and that more research is needed in computer-interface design.

TL;DR: In this paper, the authors present an anecdotal inspection of the theory, classroom environment, and application of one experiment with hypertext and developmental writers in a computer-mediated classroom focused on the maternal practice of storytelling and conversation, two alternative modes of learning associated with feminist concerns.

TL;DR: A survey of British academics revealed a notable divide between writers who favor a word processor as their main writing tool and those who favor the pen or pencil as mentioned in this paper, indicating that each tool has particular characteristics that make it more suitable for some purposes than for others.

TL;DR: Analysis of writing of students using Macintoshes in comparison to those using IBM-compatibles in writing argumentative and research papers indicates that differences are not large enough to justify claims that the use of graphical user interface (GUI) affects writing skills of users.

TL;DR: It is suggested that out-of-class asynchronous computer conferencing can provide both teacher and students within literature classes with student responses to course material, transforming courses concerned with developing critical and analytical thinking by heightening student interaction.

TL;DR: In this article, an overview of the New York Institute of Technology's On-Online Campus (OLC) program is presented, and the authors discuss difficulties that arise in adapting a traditional course syllabus and structure to the "conceptual" classroom of a fully online composition class.

TL;DR: This study explores how students can be taught to use the network effectively in group and collaborative projects, especially through the writing of critique memos.

TL;DR: The article describes how the focus on writing caused distinctions between teacher/learner, facilitator/researcher, and researcher/critical friend to become increasingly blurred in the conduct of action research.

TL;DR: Comparisons between student writing and student attitudes toward their work in the classrooms suggest that it is nearly impossible to account for the results without weighing the roles played by pedagogy, technology, and even the ambitions, class, age, and ethnicity of the students involved.

TL;DR: The authors report on their experiences negotiating within an alien culture while attending and presenting at a conference in Japan and conclude from their experience that the world electronic culture will ask that we consider that the technological tools we use and what they produce are "imbued with our cultural values and character".

TL;DR: It is argued that children must become adept at manipulating a wider range of forms than those available with print and that they must also understand the effects of those forms on provenance, meaning, and the reader-writer relationship.

TL;DR: A strategy for designing and employing usage checkers to improve sentence-level fluency is proposed and suggestions on creating individualized style analysis programs are offered.