An investigation into the use of computerized word processng procedures in a process-conference approach to writing by grade five students

Abstract

An investigation was carried out to determine whether ten-year old students who are able to use a word processor and who have been exposed to the process-conference approach to teaching writing do indeed use the capabilities of the word processor to make higher level revision in their written work instead of superficial revisions. -- The level of revisions in three writing assignments was compared to other factors such as age, ability, typing speed, and facility with the use of the Bank Street Writer word processing program in order to determine the relationship of these factors for the extent children revise their written work. -- A case study approach involving the observation of thirty-one grade five students was followed. The children’s revision strategies were mapped through a focus on one child, a more peripheral study of three other children and informal observations and product analysis of twenty-seven other students. -- This study lends support to the findings of others that limited exposure to the use of a word processor does not in itself result in young writers making high level revisions to their written work.