Kristi Henry

June 5, 2003

English 516

Annotated Bibliography

Bowen, Kim. Technology and the Writing Process. March 1998. Wake Country Secondary Technology Committee. 31 May 2003. <http://www1.enloe.wake.k12.nc.us/enloe/english/Bowen/process.html>.

This site offers tips for using various forms of software at all stages of the writing process. I liked that revising, editing, and publishing were treated as separate and distinct steps in the process.

Dunn, Sharon Elise. “Technology: where is it taking us? A writing perspective.” Montessori Life Vol. 12 N. 1 (Winter 2000): 34-35.

Dunn looks for ways to integrate technology while staying true to the ideals of Montessori philosophy. She found that computers were used best as a tool to aid in revision, assessment, and engagement.

Fisher, Douglas; Lapp, Diane; Flood, James. “Technology & Literacy: Is There a Positive Relationship?” The California Reader. Vol. 32, No. 4 (Summer 1999): 35-38.

This article looks at research to determine the effects of computers on reading and writing. Technology helps students focus less on mechanics and more on content, while helping take the toil out of editing.

Holdstein, Deborah; Selfe, Cynthia. Computers and Writing. New York: The Modern Language Association of America, 1990.

This book contains chapters arguing for and against integration of technology into the classroom. I will pass over chapters such as ‘Who Profits from Courseware?’ for chapters such as ‘Composition Pedagogy and Word Processing.’

Kelly, Erna; Raleigh, Donna. “Integrating Word Processing Skills with Revision Skills.” Computers and the Humanities. Vol. 24 (1990): 5-13.

Kelly and Raleigh suggest that just using computers is not enough to improve revision. Instead, revision strategies using word processors need to be taught and practiced. After prolonged use, these revision strategies tend to become second nature.

Killgallon, Don. “Word processing without computers: Demystifying the revision process.” English Journal Vol. 83 N. 4 (Apr 1994): 79-83.

This article describes setting up a revision procedure that is based on commands from word processors. He found that that structure helped students move from paper to screen more smoothly.

Lehman, Chris. Technology, Community, and the Writing Process: The Beacon School Cyber-Mentoring Project. Beacon Schools. 31 May 2003. <http://www.beaconschool.org/~clehman/mentor.Mentoring.html>.

This site discusses the need for one-on-one commentary for meaningful revision. Cyber-mentors are used in this case to bring more voices into the classroom. I can use the reasons behind the mentor project in my project, but not the use of mentors.

Lehr, Fran. “Revision in the Writing Process.” ERIC Clearinghouse on Reading, English, and Communication. (1995): 3-4.

Lehr is referenced in many other articles. Her conclusions come from a study involving sixth grade students. She found that students who used computers to revise created higher quality products in different areas of composition. She also mentions studies that do not find that computers aid revision.

Lund, David M.; Hildreth, Donna. “Integrating the Computer into Language Arts in a Fifth Grade Classroom: A Developing Instructional Model.” 1997 National Reading Conference.

Students using word processors and Hyperstudio to write multimedia stories. The use of technology allowed them to focus on the stories and improve the quality of their stories. The article does address some of the difficulties in bringing technology into a classroom setting.

McKay, Martin D. “Technology and language arts: great support for every classroom!” Book Report Vol. 17 N. 3 (Nov/Dec 1998): 33.

McKay focuses on time saved by using computers, as well as offering a few revision strategies. He mentions hyper-textual reading and keeping the audience and format in mind while writing.

Moberg, Goran. Writing on Computers in English Comp. New York: The Writing Consultant, 1986.

This book is a bit out of date, so the conclusions are not new. However, there are strategies for using computers for writing in different genres and using the word processor for editing.

Moran, MC. “Hands Off: Ten Techniques for Tutoring on Word Processors.” ERIC Publication. 1997. Bemidji State University Writing Resource Center. 31 May 2003. <http://cal.bemidji.msus.edu/English/Moran/Docs/TenTechniques.html>.

Moran offers five criteria for teaching writing using word processors, and ten tips for revision using word processors. I will be implementing this in my classroom and using the information for my project.

Nichols, William Dee; Wood, Karen D.; Rickelman, Robert. “Using Technology to Engage Students in Reading and Writing.” Middle School Journal. ---------- (May 2001): 45-50.

This article offers strategies to keep students on task while using computers in class. I can use their conclusions, but the strategies don’t directly relate to my topic.

O’Brian Holt, Patrik; Williams, Noel. Computers and Writing: State of the Art. Massachusetts: Intellect Ltd., 1992.

This book contains chapters about hyper-textual reading, organization, and various software packages. Some of the topics aren’t directly related to my topic, such as Grammar Checker for Writers of Simplified English, but I can use parts to aid my research..

Owen, Trevor. “Learning with Technology.” English Journal. Vol. 91, N. 4 (Mar 2002): 85-88.

The focus of this article is the use of presentation software in the language arts classroom. Even though my focus is on word processors, the statements about the importance and the nature of revision are useful to me.

Patterson, Nancy. “Computers and Writing: Feeling the Power.” Voices from the Middle. Vol. 9, N. 1 (Sept 2001): 60-64.

This article summarizes other articles, many of which I have. Patterson presents ideas of computer use beyond word processing, which include the over-used Power Point. I can use this in my class as well as in my project.

Putnam, Dawn. Integrating Technology Into the Writing Process. Chelsea School District. 31 May 2003. <http://chelsea.k12.mi.us/~dputnam/Revisionresearch.html>.

Putnam focuses on writing as a recursive process, and stresses revision. She offers pages of revision tips and strategies.

Snyder, Ilana. “Writing with word processors: the computer’s influence on the classroom context.” Journal of Curriculum Studies. Vol. 26, N. 2 (1994): 143-162.

The main focus is a comparison of pen and computer classrooms. In the computer classrooms, students are more engaged with their work and each other. The teacher becomes secondary to the activity as well.

Solomon, Gwen. Teaching Writing with Computers: the Power Process. New Jersey: Prentice-Hall Inc., 1986.

This is a very detailed book that offers ideas and activities for each step of the writing process and for specific genres. This book offers many useful tips.

Strassman, Barbara K.; D’Amore, Melanie. “The write technology.” Teaching Exceptional Children. Vol. 34, N. 6 (July/Aug 2002): 28-31.

D’Amore used Electronic Read Around and online synchronous chats in her writing classroom with good results. I can use her reasoning in my project, but not her methods.

Takayoshi, Pamela. “The Shape of Electronic Writing: Evaluating and Assessing Computer-Assisted Writing Processes and Products.” Computers and Composition. Vol. 12 (1996): 245-257.

This discusses the disappearing lines between stages of the writing process since all of the work is now done on the computer. She includes research on the thought to goes with printing vs. a final copy, visual rhetoric, and hyper-textual reading.

“The Effect of Computers on Student Writing: What the Research Tells Us.” Association for Supervision and Curriculum Development. Volume 1, Number 7 (2003). 31 May 2003. <http://www.acsd.org/publications/researchbrief/volume1/v1n7.html

This website relates the details of a study about the effect of computers on student writing. The conclusion is that using word processors generally invoke longer, better-quality products than using just pen and paper.

Tone, Bruce; Winchester, Dorothy. “Computer Assisted Writing Instruction.” ERIC Digest N.2 (1998).

One of the conclusions from this article stated that students spent less time on revision, but created better quality products when using computers. This article references other articles that I have included here or articles that I am still tracking down.

Wood, Julie M. A Marriage Waiting to Happen: Computers and Process Writing. 2000. EdTechLeaders.org. 31 May 2003. <http://www.edtechleaders.org/Resources/Readings/UpperElemLiteracy/Wood_ComputersWriting.htm>.

Wood describes methods and software that can be implemented at each stage of the writing process. She advocates saving different versions of documents and the use of portfolios for assessment.

Writing With Computers. 2003. Purdue Online Writing Lab. 31 May 2003. <http://owl.english.purdue.edu/handouts/general/gl_computer.html>.

This is a basic handout for people unfamiliar with the uses of word processors for the writing process. They offer some great tips.