The Word Processor and the Writer: A Systems Analysis
Charles Moran
Computers and Composition 2(1) November 1984
Charles Moran
Computers and Composition 2(1) November 1984
The writer already interacts with several “systems” and introducing the word processor only increases that number by one – essentially, there are more affordances for word processing (in which this author uses his own anecdotal evidence of that – the speed with which he is able to write his thoughts down) than there are drawbacks/limitations. The author also notes that it is important to regard the “kind” of writer who approaches the technology – as their pre-existing qualities will determine what they allow the technology to do for them.
Selling the Skeptic: Computers in the Humanities
Carmen Cramer
English Department, University of Southwestern Louisiana
Computers and Composition V. 4 August 1984
In her article, Cramer responds to the common anxiety of Computer Assisted Instruction (CAI) during the early years of the computer within English departments. Carmen admits to once being a skeptic herself, but suggests that if instructors are given the opportunity to become familiar with computers slowly and in an intimate setting, they will soon be comfortable with them. Carmen also suggests that the "practical" applications, if introduced to instructors, will entice them to take on more work with computers. For instructors who are open to it, more whimsical and light-hearted approaches to computers will suffice - specifically, "...the letter writing capacity of computers. With all the imaginative possibilities of code names, colleagues can send secret messages to each other" (Carmen).
Carmen Cramer
English Department, University of Southwestern Louisiana
Computers and Composition V. 4 August 1984
In her article, Cramer responds to the common anxiety of Computer Assisted Instruction (CAI) during the early years of the computer within English departments. Carmen admits to once being a skeptic herself, but suggests that if instructors are given the opportunity to become familiar with computers slowly and in an intimate setting, they will soon be comfortable with them. Carmen also suggests that the "practical" applications, if introduced to instructors, will entice them to take on more work with computers. For instructors who are open to it, more whimsical and light-hearted approaches to computers will suffice - specifically, "...the letter writing capacity of computers. With all the imaginative possibilities of code names, colleagues can send secret messages to each other" (Carmen).
Calls for introducing non-threatening approaches to introducing computers to English instructors.
Grading Essays on a Microcomputer
William Marling
Vol. 46, No. 8 (Dec., 1984) (pp. 797-810)
As the title suggests, Marling's essay focuses on the emergent concern of grading essays on computers. At this time, computers were seen primarily as (potential) tools for teaching students grammar/mechanics as well as an aid in the invention process of composition. Marling details his research involving a program he created for microcomputers and his experiences using it to grade both beginning and advanced writers in different English courses. Ultimately, Marling sees more advantages for using computers for composing (specifically for advanced writers) than for grading. According to Marling, two "fundamental problems" exist for grading using a mircrocomputer: the stationary nature of computers/their placement in public spaces and the lack of knowledge about how students learn to write using microcomputers.
Teaching Writing with Computer Aids
Helen J. Schwartz
Vol. 46, No. 3 (Mar., 1984) (pp. 239-247)
Helen Schwartz reports on her experiences incorporating CAI (Computer Assisted Instruction) and word-processing into her freshmen English courses. Schwartz notes that the practices her students perform on Apple microcomputers can be replicated on other systems and in other forms. Schwartz notes early on what seems to be an increasingly-popular ideology, that "word processing can change the way students write and their attitudes towards writing" (Schwartz 239). Students in Shcwartz's classes use various programs to practice and execute various parts of the writing process - programs such as TOPOI (utilizing Aristoltian "topics) and BURKE (utilizing Kenneth Burke's key terms) are used to assist students in the invention process by asking them various questions about their writing. Ultimately, Schwartz calls for teachers to embrace word processing programs and suggests that although some programs she details in her article are unavailable, it is easy to adapt classroom practices to what's available.
Helen Schwartz reports on her experiences incorporating CAI (Computer Assisted Instruction) and word-processing into her freshmen English courses. Schwartz notes that the practices her students perform on Apple microcomputers can be replicated on other systems and in other forms. Schwartz notes early on what seems to be an increasingly-popular ideology, that "word processing can change the way students write and their attitudes towards writing" (Schwartz 239). Students in Shcwartz's classes use various programs to practice and execute various parts of the writing process - programs such as TOPOI (utilizing Aristoltian "topics) and BURKE (utilizing Kenneth Burke's key terms) are used to assist students in the invention process by asking them various questions about their writing. Ultimately, Schwartz calls for teachers to embrace word processing programs and suggests that although some programs she details in her article are unavailable, it is easy to adapt classroom practices to what's available.
Untitled (Reviews)
Francis A. Hubbard
Vol. 46, No. 2 (Feb., 1984) (pp. 128-133)
In her review of three books that detail various topics/approaches to word-processing in the English classroom, Hubbard aptly notes that one can be "accurate or up-to-date but never both" (Hubbard 128). Only one of the books reviewed is given credit for being useful beyond the lifespan of the programs it details - that credit is given to William Zissner's Writing With a Word Processor. Hubbard notes that Zissner's attention to the word (and not the processor) and the effects on the person makes his text more useful to scholars in English as he does not suggest that word processing is the future, but that it merely holds "hope" for the discipline. The two other books reviewed here are: Fluegelman and Hewes's Writing in the Computer Age: Word Processing Skills for Every Writer (1983) and McWilliams's The Word Processing Book: A Short Course in Computer Literacy (1983).
Computers and Composition Instruction: An Update
William Wresch
Vol. 45, No. 8 (Dec., 1983) (pp. 794-799)
Wresch provides an about what has happened since his last article on the subject of computers and composition (a year ago). His previous article (also appearing in College English) detailed his contention with the development and implementation of computer programs that only sought to correct grammar rather than assist students with the writing process. Wresch sees that the field is finding increased pressure from Deans to “go high tech” and that there are more programs being written - many of the programs written since his first article cover a wide range of writing concerns and some of those are detailed here.
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Understanding and Evaluating: The Humanist as Computer Specialist
Joseph H. Bourque
Vol. 45, No. 1 (Jan., 1983) (pp. 67-73)
In this article, Joseph Bourque argues “the value of computer-related work as demonstration of professional development and tenure..." (63) Bourque begins by lamenting the disconnect between his humanist disposition and the demands of the field as they trend in the direction of Computer Assisted Instruction (CAI). Almost begrudgingly, Bourque details his research of CAI and what implications he believes computer programs have for the humanities/humanist. Bourque suggests that "the process of writing software is not fundamentally different from writing an article" (70). From there, the author also claims that in order to utilize computer software programs within the classroom, instructors must write (create) them and since this process is just as - if not more - intensive than composing a scholarly article in their discipline, English departments must "adjust their faculty evaluation criteria and reward those who do the work" (72).
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Computer-Based Invention: Its Place and Potential
Raymond J. Rodrigues and Dawn Wilson Rodrigues
Vol. 35, No. 1 (Feb., 1984) (pp. 78-87)
The article considers computer-based invention programs as made prominent by scholars such as William Wresch and Helen Schwartz and their current and future potential in the instruction of English. Rodrigues and Rodrigues state that "computer-based invention programs like these promise to help students understand and use heuristics for invention with more facility than typical classroom instruction allows them to develop" (78). The authors note two benefits: individualization of instruction on invention as well as time-saving. The authors also cite Shaughnessy's claim that basic writing students have difficulties putting their thoughts into words and suggest that computer-based invention programs can assist students in articulating and revising their thoughts by acting as "verbal playmates" (84). Ultimately, it is the "recursive nature of the writing process" that is seen as the biggest benefactor of an increasing prevalence of computers in composition instruction.
The article considers computer-based invention programs as made prominent by scholars such as William Wresch and Helen Schwartz and their current and future potential in the instruction of English. Rodrigues and Rodrigues state that "computer-based invention programs like these promise to help students understand and use heuristics for invention with more facility than typical classroom instruction allows them to develop" (78). The authors note two benefits: individualization of instruction on invention as well as time-saving. The authors also cite Shaughnessy's claim that basic writing students have difficulties putting their thoughts into words and suggest that computer-based invention programs can assist students in articulating and revising their thoughts by acting as "verbal playmates" (84). Ultimately, it is the "recursive nature of the writing process" that is seen as the biggest benefactor of an increasing prevalence of computers in composition instruction.
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Computers in English Class: Finally beyond Grammar and Spelling Drills
William Wresch
Vol. 44, No. 5 (Sep., 1982) (pp. 483-490)
Wresch makes note of the fact that the dominant use of Computer-Assisted Instruction (CAI) in English courses deals with "drilling" exercises for grammar. While Wresch notes that this is problematic, he suggests that it is not due to limitations of the computer itself, but rather the short-sightedness of instructors in terms of what CAI can be/do. Wresch notes that one reason for so many programs that only deal with grammar instruction/correction could be that programs that go beyond these goals require both more programming knowledge as well as more content knowledge. These "advanced" programs are "dialogue systems" that are meant to act as a supplemental instruction for students rather than a replacement of their instructor. Wresch gives three accounts of programs used at different institutions to illustrate his claims about the future and benefit of CAI that goes beyond skill and drill grammar instruction.
Wresch makes note of the fact that the dominant use of Computer-Assisted Instruction (CAI) in English courses deals with "drilling" exercises for grammar. While Wresch notes that this is problematic, he suggests that it is not due to limitations of the computer itself, but rather the short-sightedness of instructors in terms of what CAI can be/do. Wresch notes that one reason for so many programs that only deal with grammar instruction/correction could be that programs that go beyond these goals require both more programming knowledge as well as more content knowledge. These "advanced" programs are "dialogue systems" that are meant to act as a supplemental instruction for students rather than a replacement of their instructor. Wresch gives three accounts of programs used at different institutions to illustrate his claims about the future and benefit of CAI that goes beyond skill and drill grammar instruction.
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Computer-Assisted Instruction and the Writing Process: Questions for Research and Evaluation
Bruce T. Petersen, Cynthia L. Selfe and Billie J. Wahlstrom
Vol. 35, No. 1 (Feb., 1984) (pp. 98-101)
This interchange deals with the question of Computer-Assisted Instruction (CAI) and how it is to be assessed within departments in order to determine its effectiveness and future potential. Scholars involved in this interchange agree that extensive research is necessary in order to determine to what degree CAI will be used in English departments and how it will be used for instruction. Several questions are posed about CAI and the writing process: Questions for evaluating the effectiveness of programs, criterion for choosing existing software for the composition classroom, and suggestions for evaluating instruments. Ultimately, in order for the "maximum potential" for software to be realized, critical examinations must be undertaken in order to ensure effectiveness.
This interchange deals with the question of Computer-Assisted Instruction (CAI) and how it is to be assessed within departments in order to determine its effectiveness and future potential. Scholars involved in this interchange agree that extensive research is necessary in order to determine to what degree CAI will be used in English departments and how it will be used for instruction. Several questions are posed about CAI and the writing process: Questions for evaluating the effectiveness of programs, criterion for choosing existing software for the composition classroom, and suggestions for evaluating instruments. Ultimately, in order for the "maximum potential" for software to be realized, critical examinations must be undertaken in order to ensure effectiveness.
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A Selected Bibliography on Computers in Composition
Helen J. Schwartz and Lillian S. Bridwell
College Composition and Communication
Vol. 35, No. 1 (Feb., 1984) (pp. 71-77)
A bibliography detailing resources for instructors who are interested in using computers for their composition courses. Citations include various articles in journals outside of composition and some citations within the field. Schwartz and Birdwell also note which articles are most useful for a range of instructors: novice to expert with computer and computer-based instruction.
Helen J. Schwartz and Lillian S. Bridwell
College Composition and Communication
Vol. 35, No. 1 (Feb., 1984) (pp. 71-77)
A bibliography detailing resources for instructors who are interested in using computers for their composition courses. Citations include various articles in journals outside of composition and some citations within the field. Schwartz and Birdwell also note which articles are most useful for a range of instructors: novice to expert with computer and computer-based instruction.
Note: Diane Langston in RSQ about 2 years later wrote an article referring to this as a reflection of an “old paradigm” in “computer aided invention.”
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The Computer as Stylus and Audience
Colette A. Daiute
Vol. 34, No. 2 (May, 1983) (pp. 134-145)
In her article, Daiute addresses the physiological and psychological effects that writing has had on people for as long as they have been composing documents. Daiute details the ways that computers can ease both the physiological and psychological pressures and constraints felt by writers - everything from speed of composition to short-term memory in revision. Daiute notes that the "text editor eliminates the spacial and aesthetic barriers that are special inhibitors of the revising activity" (136). Most notable is Daiute's assessment that contrary to popular belief, "computer users tend to feel in control of the writing process" (142).
In her article, Daiute addresses the physiological and psychological effects that writing has had on people for as long as they have been composing documents. Daiute details the ways that computers can ease both the physiological and psychological pressures and constraints felt by writers - everything from speed of composition to short-term memory in revision. Daiute notes that the "text editor eliminates the spacial and aesthetic barriers that are special inhibitors of the revising activity" (136). Most notable is Daiute's assessment that contrary to popular belief, "computer users tend to feel in control of the writing process" (142).
References of interest:
Emig: Composing process of twelfth graders
Perl: Composing process of unskilled college workers
Elbow: Writing without teachers
Perl: Composing process of unskilled college workers
Elbow: Writing without teachers
Shaughnessy “Errors and Expectations”
Colette A. Daiute and Robert P. Taylor"Computers and the Improvement of Writing," in Proceedings of the Association of Computing Machinery (New York: Association of Comput- ing Machinery, 1981).
Notes: Many references are articles on editing and revision processes as well as issues of memorization and grammar.
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