Change Project Problematic Effects of the Word Processor in Writing

1. Change ProjectProblematic Effects of the Word Processor in Writing Luis Flores Andrew DeckerKyle Walter

2. Activity & Discussion A word processor recognized no mistakes within the following paragraph. With the people at your table, determine if there are any errors the word processor did not recognize and discuss the effects this might have on the writing process.

3. Every Eater, we goad to grandma’s house. We ate a big diner, and hunt Easter egg. Their were fifteen egg in my backset when I was finished. It was the most exciting activity I had ever participated in. After hunting eggs we went inside, and received a surprise. It was a knew dress. I can’t wait to where it to school tomorrow. Easter is now my favorite day of the yare.

4. Purpose • To determine specific defects within the word processor in relation to writing, grammar, punctuation, and spelling that may create lasting negative effects on writers. • To educate students on the defects within word processors in order to enhance their writing ability. • To propose that technology (the word processor) has compensated critical thinking skills within the writing process for an efficient means of non-human correction. • To recognize the extreme reliance upon the word processor within the writing process as it allows writers to put off traditional methods of the writing process. • To understand the imperfections of the word process while establishing its significance within the writing process.

5. Significance of the Project • This project aims to establish and correct problematic effects within word processors that prevent students from a). using the writing process b). using critical thinking skills c). developing well written and expressive pieces. (Cross, 1990). • The writing process is a crucial aspect of creating a well written piece. It allows students to establish ideas, organize their ideas, create rough drafts, proofread and edit drafts, and finally create a publishable document. (Gardener and Johnson, 1997). • Through the use of this process students demonstrate critical thinking skills which are sometimes compensated by the word processor. Critical skills must be established within writing for a student to excel in further education. (University of Richmond, 1997). • Writing is a foundation upon which education is established. (University Of Richmond, 1997). • To establish the word processor as a sufficient aid to writing when used correctly (Drowns, 1993).

6. Guiding Questions & Ideas • What are specific defects or flaws within the word processor? • In what ways can these defects or flaws effect students writing ability? • How can teachers, parents, and students assure that these defects or flaws do not negatively effects student’s writing? • Are their benefits to using the word processor in the writing process? If so, what are the benefits? • How does the word processor affect the usage of the writing process?

7. Guiding Questions & Ideas • What is the importance of the writing process in creating a written work? • In what ways does the word processor eliminate the usage of critical thinking skills within the writing process? • How does the word processor stray students from using traditional methods of writing and the writing process? • Does the word processor create lasting negative affects on students writing ability? • Do the flaws within the word processor have a greater affect on younger students(k-8) than older students(8-12)?

8. Literature Review • “Proofreading is a skill we’ve neglected to teach within word processors”. Jan Madraso • “The Word Processor as an Instrument Tool”, Robert Bangert-Drowns • “The Word Processor and Revision Strategies” Richard Collier • “Word processors are only successful with proper instruction” Geoffery Cross • “Learning to handle the keyboard interferes with the writing process.” Herman, 1987

9. Literacy Review Continued • “Using grades obtained on assignments for a variety of education courses, found no significant difference in marks earned by students who word processed their assignments, those who typed them, or those who wrote in long hand.” Willinsky, 1990 • “Most revisions are purely cosmetic.” Nash, 1995 • “Fewer substantial revisions are made by students using word processors.” Womble, 1994

10. Discussion Would you, as a future teacher, incorporate the word processor into the writing process? Why or why not? If you were to incorporate the word processor into the writing process how would you ensure students writing ability is not compensated by the flaws within the writing process?

11. Conclusion • Students have established a heavy reliance on the word processor. • The education of teachers and parents on the flaws within the word processor allows educators to incorporate the word processor into the writing process with positive results. • The word processor, when used correctly, provides lasting benefits to students.

12. Group Thoughts • The word processor has many flaws, but this should not scare teachers from using it as an aid to process writing. • Teacher awareness of word processor problems curbs negative effects of word processor on student writing. • If teachers and students are given thorough instruction on the word processor it can have great benefits to student writing.

13. Implications • The word processor may tend to deter students from performing specific skills outlined by Pennsylvania Academic Standards • The State Department of Education can establish word processing classes or workshops for teachers. • Teachers must be required to educate students on how to use the word processor properly before using this device for assessed written pieces. • Computer and keyboarding classes must include standards for instruction of the word processor and ways to implement aspects of the writing process using a word processor.

14. Practice • Teachers must be educated on the problematic errors within the word processor in order to assure the goals of the Pennsylvania State Standards are met. • Conducting seminars on the importance of the writing process and the problems (within the word processor) that prevent students from fulfilling these stages of the writing process must be mandatory. • Student education of the problems associated with word processing will allow students to reap the benefits of word processing within the writing process.