A Guide to Computer Aided Writing Instruction

-A Guide to Computer Aided Writing Instruction Instructor's Manual to Accompany Process Writer

David Harrill Roberts Samford University

Document Design by Business and Education Computer Support

Copyright © 1988 by Holt, Rinehart and Winston, Inc.

David Roberts is Professor of English and Director of Writing at Samford University in Birmingham, Alabama. He wrote this guide while he was Director of Composition at the University of Southern Mississippi, where he initiated computer aided writing instruction with the help of a $90,000 federal grant. In addition to working with computers to teach writing, his background includes twelve years of college teaching experience and several years' experience in industry as a computer programmer and systems analyst. He is a graduate of two IBM Corporation training schools and the president of Business and Education Computer Support, a consulting firm offering hardware and software support to clients in several states. Roberts received the Ph.D. in rhetoric and linguistics from Indiana University of Pennsylvania in 1982. Roberts and his family reside in the Birmingham area.

Contents

Contents CHAPTERlINTRODUCTION TO COMPUTER AIDED WRITING INSTRUCTION . . . . . . .

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What Does It Mean to Teach Writing on Computers? Writing Labs . . . . . . . . . . . . . . . . . Computerized Writing Labs: Arrangement, Equipment, and Software . . Physical Arrangement Equipment . . ..... . ........ . Software Helpful Software . . . . . . . MS-DOS and Macintosh Utilities Teacher Attitude and the Teaching of Writing Creating a Community of Writers Connecting Computers to Each Other .. Knowing About vs. Knowing How . . . Bytes, Kilobytes, Megabytes ASCII Codes and Binary Values Na ming Disk Files

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Assignment Number as File Name Collect Disks, Not Papers . . . . A Word About Disk Files and Programs Teaching Writing on Stand-Alone Computers Free Writing ..... Directed Free Writing Nondirected Free Writing Keyboard Konversations Building Confidence Chain Paragraphs Revision Roulette Blind Writing Works Cited . .

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A Guide to Computer Aided Writing Instruction

CHAPTER2TEACHING WRITING WITH PROCESSWRITER 41 . . 41 Composing at the Keyboard . . . . . . . . . . . 42 Classroom Exercises/Writing Assignments 45 Journal Writing 45 Learning Logs . Chain Paragraphs 46 46 Lesson Plans 48 Note Keeping 48 Examinations Other Applications 50 CHAPTER3A SUCCESSFUL GRANT PROPOSAL FOR COMPUTER AIDED WRITING INSTRUCTION A. Activity Narrative . . . . . . ...... 1. Title . . . . . . . . . . . 2. Rationale for Federal Support 3. Specific Objectives . . 4. Implementation Strategy B. Project Evaluation

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CHAPTER4WRITING AS THE CENTRAL ACTMTY IN A CAWI CLASSROOM - by Mark McElroy • 63

The First Semester . . Cramped Quarters Software ........ . Developing a Teaching Strategy . . . Writing as the Central Classroom Activity Writing Process Becomes Public Students Want to Start Class Early The Computer Is the Key . . . .

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Contents

CHAPTERSRECENT ARTICLES ON COMPUTER AIDED WRITING INSTRUCTION . . . . . . . . . Integrating Computers into a Writing Curriculum; or Buying, Begging, and Building - by Lillian S. Bridwell-Bowles and Donald Ross The Place of the Computer in the Writing Curriculum The First Step: Word Processing . . . . . Beyond Word Processing . . . . . . . . Integrating It All with Students and Teachers References . . . . . . . . Program Availability . . . . . . . . . Word Processing Packages . . . . . . . Style and Mechanics Checking . . . . . Problem-Solving Software for Disciplines Authoring System . . . . . . . . . . Writer, Peer Tutor, and the Computer: A Unique Relationship . . . . . . . . . - by Pamela B. Farrell Notes . . . . . . . . . Integration of Classroom Computer Use and the Peer Evaluation Process: Increasing the Level of

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Composition Proficiency Through

Student Revision - by S. Bailey Shurbutt . . . . The Practical Benefits of Peer Evaluation or Cooperative Learning . . . . . . . The Advantages for Students Composing with Word Processors . . . . . . . . . The Advanta~es of Integrating Computer Composit10n with Peer Evaluation . Preliminary Preparations . . . . . The Process of Integrating Computer Writing and Peer Evaluation Works Cited . . . . . . . . . . . Terminal Writing in the Writing Lab? - by Anne Wright . . . . . . Getting Started . . . . . . . . . Using Computers with Whole Classes . . Using Computers with Individual Students

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A Guide to Computer Aided Writing Instruction

Using Computers to Teach Skills . . . Using Computers in Other Ways . . . Using Computers for Keeping Records Designing the Physical Layout of a Lab and Choosing Equipment Conclusion . . . . . . . . . . .

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CHAPTER6TEACHING WRITING WITH COMPUTERS: AN ANNOTATED BIBLIOGRAPHY -by James Strickland . . . .113 1. General Applications . . . . .113 2. About Computer Programs . . 120 3. Word Processing . . 124 . . . 129 4. Invention . . 131 5. Revision . . . . 6. Evaluation and Review .134

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Introduction to Computer Aided Writing Instruction- I

1 INTRODUCTION TO COMPUTER AIDED WRITING INSTRUCTION This guide is based on the author's belief that teaching writing on computers can significantly change the way teachers teach and the way students write. What Does 1st Mean to Teach Writing on Computers? Some writers who use computers write everything in longhand and then type it into a computer, without making changes. Other writers write and revise by hand and then use a computer for creating print-ready copy. For such writers, the computer has made no real change in the composing process; it has simply made producing error-free copy easier. For others, the computer has allowed significant changes in the writing process and transformed their ability to generate ideas and then to revise, change, rearrange, and edit what they have written.

Both extremes are true of teaching writing on computers. Teaching writing on computers can mean as little as the ease of reading typewritten papers with no typographical errors or as much as producing significant change in the way one teaches writing-and, of course, changes in the way one learns to write. Some teachers have changed their teaching processes because of computers in the classroom; others have made use of the computer's

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power to enhance their teaching style without making significant changes. Still other teachers have done little more than to encourage their students to produce neater, more correctly typed papers without erasures or the use of correction fluid. Teaching writing on computers can bring about important changes in the way writing is taught and learned: text production is faster and changes are made more easily, even for students who are not proficient typists; collaborative composing is made easier because the computer screens encourage students to write in public instead of in private; because of the public nature of writing on computers, students more readily share their writing during its emerging stages instead of only after the assignment is completed; teachers are encouraged to interact with the students more often while they produce text; revision is easier because of the computer software's ability to ease the movement of blocks of text; and the newness of this writing tool encourages students to try new writing processes.

Writing Labs writing labs offering computer services range in size from small one or two machine labs to huge installations with many personal computers or computer terminals connected to a large, powerful mini- or mainframe computer. Some writing labs provide sophisticated hardware and software capable of producing professional-quality publications incorporating graphics-based presentations printed on laser printers. Others provide less expensive and less complicated word processing hardware and software capable of printing readable text, but not of sufficient quality for publication. No matter how simple and plain a writing lab is, writers can experience significant writing gains with computers and teachers can track certain kinds of writing progress easily. Sophisticated desktop publishing packages are very expensive and quite useful for producing many kinds of documents, especially documents requiring graphics presentations or mixing text and graphics on one page. However, very effective writing labs can be set up using

Introduction to Computer Aided Writing Instruction-3

the bare essentials of inexpensive computers with two floppy disk drives and inexpensive dot-matrix printers. When the writing lab at USM acquired its first twelve personal computers, funds for a printer were not available. The lab operated an entire semester with twelve computers, free software, and no printer. We had two classes per semester then, plus hundreds of other students used the lab-without printers. Now, the USM writing lab has twenty-five personal computers, a laser printer, a letter quality printer, and two other printers. Four or five classes per day will meet in the lab soon, and an increasing number of students use the same facility; still, we use the same free software. One instructor is experimenting with

Process Writer. Whether your writing lab or classroom has sophisticated equipment and thousands of dollars worth of software or is a low-budget operation doesn't matter as much as how effectively you use what is available; I am not suggesting that labs operate without at least one printer; what I am suggesting is that writing can be effectively taught on computers even though funds are limited. The physical arrangement of the room's contents, the quality of the equipment, and the usefulness of the software are more important to the success of computer aided writing instruction than the cost involved.

Computerized Writing Labs: Arrangement, Equipment, and Software Many colleges and universities are establishing computer aided writing labs now for the first time because both the computer equipment and the software required to teaching writing are available at reasonable costs. Difficult decisions face administrators and faculty who have been charged with the responsibility of deciding how to establish a computer aided writing lab. This section is intended for computer novices who must establish a writing lab curriculum after the equipment and operating systems are purchased. Readers with experience in teaching writing on computers or experience operating a computer aided writing lab program may simply scan this section.

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Physical Arrangement A wide range of computer and printer arrangements are found in writing labs. The computers in some writing labs are arranged around the outside of the room, facing the walls. Some are arranged in rows, facing forward, much like the rows of desks in a classroom. Other arrangements depend on room size and shape, types of furniture available, and level of student interaction desired. Student interaction is one key to a successful writing lab, so arranging the computers in the room for maximum student interaction is one possibility. A checklist of successful room arrangements follows. Carrels, tables, or computer furniture can be arranged in any of the following ways. Facing Rows Two rows of computers running the length of the room allows each row of students to face each other. This arrangement creates an isle between the rows to keep the wiring and connecting cables out of the way. Instructors, students, and tutors can easily walk behind the writers without turning their backs to anyone. Rows A traditional classroom has rows of desks, and computer stations can be placed in rows, too. Wiring may be more difficult unless the room has a raised floor that allows placement of all wiring under the floor. Facing Walls Writing labs with work-stations facing the walls provide maximum concentration and minimum student interaction. Wiring can be placed along the baseboards of the walls. Equipment In addition to the computers and printers, other equipment is needed in the writing lab. Surge Protectors Many people overlook the need to protect the computers and printers from electrical surges. Surge protectors can provide some protection from current surges, or spikes. UL-listed surge protectors have up to six outlets each, and an on/off switch that allows the user to control the power to two computers, two monitors, and two printers. The use of surge protectors will not replace the need for additional electrical circuits, however.

Introduction to Computer Aided Writing Instruction-5

Modems-Labs without modems are isolated from the growing number of networks and databases accessible to microcomputers. Even classes arranged in local area networks can have access to external databases and online services through a modern installed in the network server. A modem that operates at speeds under 1200 characters per second (1200 baud) are generally unacceptable; 2400 baud modems are common and inexpensive. Moderns · with speeds exceeding 9600 baud usually require special phone lines, so 2400 baud is preferred by many users. Video Link-Writing labs with stand-alone computers can benefit from video linking devices without the cost of expensive networking. Video linking allows the teacher to display one computer's screen on any or all other screens on the system. Students can watch others write, read messages from the instructor, or comment verbally on a text displayed on all screens connected to a video linking system. Teachers can unobtrusively monitor student writing by flipping switches that cause a student's screen to appear on the teacher's monitor. Video linking systems for a teacher's station and 12 student computers can be purchased for less than the cost of a local area network and file server for three work-stations. Printer Buffer/Switch-If your computer installation has more computers than printers, one or more computers have to be reserved as printer stations. With a printer buffer/switch, several computers can be connected to one printer, freeing all computers for use as work-stations. Some printer buffer/switching devices automatically scan their input ports to find the next paper to be printed. Others require manually moving the position of a switch to allow users to print their papers. Automatic printer/buffer switches include their own memory to free the computer's memory during printing. Automatic printer/buffer switches are easy to install, maintain, and use. Computer Projection Panel-If you don't have a video linking system, you can still show the screen of one computer to the entire class by using a computer projection panel. The device is a liquid crystal display that is connected by cable to an existing video port on the

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computer and then placed on an ordinary overhead projector. The image on the computer screen is also displayed on the liquid crystal display; the overhead projector displays the image on a wall or projection screen. Sentences for revision, model essays, instructions, assignments, and other information can be displayed to the entire class at once. Software Most of the educational software available today requires the student to spend time doing exercises or organizing ideas or going through a series of questions before writing. The software you choose must encourage writing, not stand in the way of writing. Some "writing" software only provides for writing the barest of outlines for an essay, and it does not provide any program for actually writing the essay. Such a program is nothing more than an added burden to the developing writer. It never gets to writing, only to outlining. Such a program is based on a pedagogy that assumes the writer knows what she is going to write before beginning to write. One such program even asks the writer to write the title before writing the essay. It asks the writer to write topic sentences before having a chance to think about or prewrite about the topic. It's cumbersome, requiring every student, regardless of skill or learning speed, to go through every stage in the program in lock-step fashion. Some programs can be genuinely harmful to students learning to write. Software based on a narrow view of language that focuses on the five paragraph theme, each paragraph containing a topic sentence and the opening and closing paragraphs requiring a "grabber" and a "zinger," each theme requiring a title, and each theme written in what the software developers see as desirable modes of discourse has little to do with communicating in the real world or with writing to grow intellectually and personally. This view of writing is restricted to school and the narrow confines of current-traditional rhetoric that emphasizes form instead of thought, adherence to rules instead of creativity, and writing-as-testing instead of writing-as-thinking.

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Ideas for writing are generated better by students conferring with one another, brainstorming on screen, free writing, mapping, clustering, and by using nearly any other method than to sit in isolation before a screen while blindly following lock-step gimmicks such as those found in electronic workbooks. • Software must be pedagogically sound. Research shows that students learn to write by writing, not by studying parts of speech in isolation, not doing by drill and practice exercises, and not by answering multiple choice questions. The software must allow the student to write with as few restrictions as possible. Software that requires students to go through algorithms before writing discourages writing and is pedagogically unsound. The best software for teaching writing is the simple word processor. • Software must be easy to use. One should be teaching writing, not software. I would not teach any software, except word processing software, and I would teach that briefly-just long enough to get the students started, and then I would spend my time teaching writing, not software. A few features to look for in a word processor are: -word wrap;

- an easy way to save the file and quit the program; - automatic file saving to minimize file loss disasters; - search and replace; - scrolling by page and by line; -speed; -mark and move; - a comprehensive, well-written manual. A word processor does not need to be expensive in order to be easy to use. Process Writer is inexpensive and easy to use. • Software must be comprehensive. The software you select must do what it claims to do, without additional programs or modifications. If a word processing program claims to support columns and transfer text files between various word processing programs, then it should do so. Helpful Software

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In addition to ProcessWriter or other specific programs, CAWI teachers and students will find the following software useful. Rather than offering suggestions for specific programs by name or brand, the following discussion focuses on the functions and operations of programs. The user can then decide which specific programs Spelling Checkers Several spelling checkers are available. All base their sense of correct spelling on a word list called a dictionary. If a word is not found in the dictionary, it is considered misspelled. Correctly spelled words such as names, technical terms, and other specialized vocabulary will be flagged as misspelled. Some spelling checkers allow the addition of specialized terms to the main dictionary or to an auxiliary user-defined dictionary. Spellers that don't allow the addition of words to a dictionary are less useful than the programs that have some facility for adding new words. Conversely, a word found in the dictionary will be considered spelled correctly even though it may actually be incorrect. For example, spelling checkers don't know whether the word "whether" in this sentence is "weather" or "whether," or whether a word spelled "to" should actually be "too" or "two."

Some spelling checkers beep whenever a word is misspelled while typing. Such programs should be avoided because they interfere with the writer's ability to concentrate on creating meaning while she or he composes text. Spelling checkers should be used by writers late in the writing process, just before presenting the final draft of a paper. Style Analyzers Style analyzers, grammar and usage checkers, and other similar programs should also be used late in the writing process to avoid excessive concentration on the surface details of the text instead of focusing on the creation of meaning. Programs that analyze style and check readability levels range from very simple to complex. Some programs available as shareware simply count the number of words and sentences, calculate the mean sentence length, and assess the style based on preferred

Introduction to Computer Aided Writing Instruction -9

sentence length. Such style analyzers are usually programmed to prefer shorter and simpler sentences to longer sentences with multiple clauses. A few programs allow the user to change the preferences for sentence length and other features by altering the program's default profile. Other programs, more complex in nature, offer Flesch or Fogg reading index analyses, comments on ratios of first person pronouns to other pronouns, percentage of passive voice sentences, and other comments, as well. But the accuracy and the analyses differ widely from program to program. The next few pages show the screens from different spelling checking programs and the analysis screens of various style analyzing programs.

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