Improving Student Writing Using Technology
From WikEd
Contents |
[edit] Introduction
Over the last five years, great strides have been made in finding ways to integrate technology into all parts of the academic curriculum. There are multiple opportunities for improving student writing through the use of technology. While some criticize technology for spell- and grammar-checkers that lessen students' reliance on their own capabilities, research shows that students who use word processing programs to develop writing skills are able to write better compositions (Kulik). The tools available to teachers to develop and improve writing skills abound, through word processing programs and the Internet.
[edit] Application in classrooms and similar settings
Technology provides boundless opportunties for teachers to improve writing instruction. Teachers can model writing through the use of a computer connected to an LCD projector. Students can view and learn from the writing process as it is projected. Students can see the writing processes from drafting, to expanding, to editing and revising. Students can use Kidspiration or Inspiration software to brainstorm ideas and create story maps. As a proofreading strategy, students can listen to their writing read back to them by text-to-speech software. Students can peer edit through e-mail, and learn outlining techniques using Powerpoint (Austin). Online journals can be created using blogging, and students can comment on eachother's work. There are numerous websites available for publishing student work.
Readability Statistics. Microsoft Word is equipped with this handy little tool. The tool will count your words, characters, sentences, words per sentence, among other things. Within Readability Statistics, you can find the Flesch-Kincaid grade level, which is a rough calculation that tells the equivalent grade level of the reader to read the particular selection. The readability statistics occur at the end of a spell check. You may have to change your settings to find them (Tools, Options, Spelling and Grammar, Show Readability Statistics). This tool can be used as a motivator for students to improve their writing, by expanding vocabulary, and writing more complex sentences.
Spell Check and Grammar Check. These tools are found on most word processing software. They are certainly not "foolproof," but they can help point students in the right direction in their composition. Critics say that spell check and grammar check cannot replace the "complexity of the human mind," which is no surprise.
Thesis Builder and Online Outline Builder. This website, found at http://www.ozline.com/electraguide/thesis.html, is a great tool for students to organize their thoughts with the purpose of creating a persuasive essay.
Citation Machine. Here is an Internet resource that can build citations in either MLA or APA style for a variety of resources, including books, magazines, websites and many more. Find it at http://citationmachine.net. (Site verified March 25, 2006).
EndNote. While this is not free software, as is citation machine, it is a wonderful way to teach students to store their resources. There are also fields which allow students to write a paragraph summary, for ease of an annotated bibliography. Students can choose from a variety of output styles, including APA, MLA, and many, many others. Students are able to create a different library for each paper or research project, and can easily insert both in-text citation and create bibliography in Word automatically. While it is not free, it is well worth the price!
Paragraph Punch and Essay Punch. Two great websites to help students organized their thoughts on a specific topic. Paragraph Punch can be found at http://www.paragraphpunch.com/. This site helps students write a topic sentence and develop an idea into a well-written paragraph. Essay Punch (http://www.essaypunch.com/) guides students through the procedure of writing an introductory paragraph, three body paragraphs, and a concluding paragraph.
Writing Fix is an incredible site sponsored by the Northern Nevada Writing Project and the National Writing Project. Visit it at http://www.writingfix.com/. Whether you're a writer or a teacher of writing, you will discover not only "Logical and Structured Writing Ideas," but also "Recklessly Creative Writing Ideas." This site does a great job with interactive writing prompts as well as an Interactive Instant Plot, where writers can "get a setting, character, and conflict that inspires a story . . ."
Read, Write and Think, sponsored by the International Reading Association and the National Council of Teachers of English provides a multitude of lesson plans and ideas for teaching writing at all grade levels. Visit it at http://www.readwritethink.org/student_mat/index.asp.
Writing Bugs. This is a wonderful website for primary teachers to find writing ideas for writers just getting started. Printable pages on a variety of topics are included at this website: http://www.education-world.com/a_lesson/archives/writing_bugs.shtml.
Read Please. Read Please is award-winning text-to-speech software made for Windows. The free version comes with a couple voices to choose from and will read anything you can copy and paste into it. It's a great way to motivate your students to proofread what they've written.
[edit] Evidence of effectiveness
From an efficiency standpoint, it would be hard to argue the ease with which students can draft, edit, and finalize a written report using a simple word processing program compared to the pencil and paper methods of the past. If equipped with basic keyboarding skills, students can easily type an assignment and revise endlessly, continuing to improve the finished product. With good and reasonable use of spelling and grammar checking software, students receive immediate feedback on those aspects of their work. Admittedly, they cannot rely completely on these tools, but must have a fairly good basis in spelling, grammar, and punctuation to effectively make use of these tools. Further, they can utilize readability statistics to place their writing at a particular grade level, and explore the statistics related to the assignment, such as number of words, sentences, etc.
Within a creative writing assignment, those students and other writers who experience "writers' block" can find online a variety of story starters, ideas and much more to start the flow of creative expression. Thanks to the sharing component of the Internet, teachers of writing can capitalize on the experiences of other teachers, sharing lesson plans and ideas for improving their students' writing capabilities.
[edit] Critics and their rationale
The effect of spell check on writing was analyzed in a study at the University of Pittsburgh. It was found that, among the graduate students surveyed, too heavy a reliance was placed on spell-checking software, and some of those surveyed made changes to text that were already correct. Richard Stern, of Carnegie Mellon University said that "grammar and spelling software will never reach the complexity of the human mind." (Study, CNN).
"Dew knot trussed yore spell chequer two fined awl yore mistakes," is an interesting quote by Brendan Hills that exemplifies the problems with automated spell checking (Quote of the Week). Students can be easily fooled into believing the spell check and grammar check will take care of all their technical problems.
There are conflicting accounts of the impact of technology on writing. Researchers suggest that the effectiveness of technology on the writing process depends on how the teacher implements technology. Simply replacing drill and practice worksheets with drill and practice software is not effective. Teachers need to use technology to enhance instruction and promote active learning (Austin).
[edit] Alternative explanations due to Diversity considerations
The writing curriculum has been improved for students with disabilities through the use of technology. Pen to paper writing assignments have been difficult for students with motor problems to accomplish successfully in the past. Now, touch screens are available, as are voice activated word processing programs. Students with vision impairments can use screen reading programs. Specialized programs have been developed for students with learning disabilities, not to mention the benefits of spell-check and grammar-check for learners with difficulties in these areas. The bridge from home to school has been shortened, providing opportunities for students to spend additional time outside the school day completing assignments. Specialized software that develops language skills is available, not only for students with learning disabilities, but also for those learning English as a second language. While assistive technologies support students with disabilities in many ways, teachers need to continue to modify and adjust the curriculum for students with special needs.
[edit] Signed "life experiences", testimonies and stories
Testimonial of Pat Reed:
It has been my experience that a strong language arts curriculum that includes spelling, phonics, grammar, writing skills and literature is necessary to cultivate good writers. This curriculum can be enriched through the use of technology, but technology alone cannot replace the curriculum. The particular tools and websites described above are just a few of the multitude available to students and teachers to improve student writing. A teacher knowledgeable in the many facets of a language arts curriculum and well-versed in the wide array of technological resources available can educate better writers than a teacher who does not utilize the available technology.
Student motivation is a key factor. Desk work can be tedious, and handwriting and rewriting with pen or pencil often becomes a painful task for students. Teachers are frustrated at their students handwriting, and at times they overlook good content due to poor handwriting. Language arts software and the Internet provide interactive opportunities for students to improve their skills with immediate and individual feedback that is rarely available in a traditional classroom. Students become engaged learners, actively striving to improve their abilities, while having fun at the same time.
Over the last nine years, I worked as the technology coordinator at an elementary school. It was my job to work closely with all subject and grade level teachers to develop lesson plans which integrated technology into all areas of the curriculum. Writing has been a focus for years, as we strive to help our students become good communicators in a digital world. Not only have students developed their writing skills, but also their research skills due to the nature of information available to them with a click of the mouse.
Over the last two years, our school has developed a writing curriculum for seventh and eighth grade entitled "12 Simple Steps to Writing a Research Paper with Technology" (Reed&Darche, 2003). This project, coordinated jointly by the language arts and technology departments, has been quite successful in helping the students prepare for high school. Their writing has become more organized, they know the mechanics of introductory paragraphs, thesis statements, body paragraphs, and concluding paragraphs. They can evaluate the content of websites, and determine what information is reliable and what isn't. They know how to properly cite their sources, and are taught what constitutes plagiarism, and how and why to avoid it.
Is there a downside to using technology in writing? Of course. My frustration level has reached its peak when students replace a misspelled word with another incorrect word using spell check, or when they write "u" instead of "you" in a formal paper because they have spent too much time the night before instant messaging. However, I feel the benefits far outweigh the problem areas (AccessSTEM - Writing Assignments).
Technology does no make the skill of writing easier, but it does remove some of the drudgery. Many of my students type faster than they write, so that they are able to get their thoughts down as they occur. Also, it makes it easier to read, both for understanding, and for editing. Finally, I think my students take their own writing a little more seriously when they see it in print, coming off of the printer. Warner Ferratier
I teach in the elementary schools and we have several programs to help students writing such as Kidspiration and Amazing Writing Machine. Unfortunately, young kids don't know how to type so this makes typing their stories very tedious. For young children, I think they need to be developing writing fluency, an understanding of the writing process as well as grammar and spelling skills. This works best with paper and pencil not a computer. I think that we can use the computer but more to teach the skill of typing so that someday it can be used as a composing tool. E. Elrick elementary/preschool teacher for 7 years.
I truly worry that the writing style and knowledge base of our young people is being negatively affected by the use of word processing programs. If we were to have a student write an essay, for example, would they be able to use correctly grammar, spelling, punctuation, etc.? We have become reliant on technolgy and it does have its benefits. However, we still need to make sure the 'computer' in our head, is able to do things without the computer on our desks. -J. Daeschler
I think it has really hurt our students in terms of using technology as a crutch in their writing. I have seen a drop in spelling scores and an increase in grammar errors because they know that the computer will fix it for them. With the increased use of Instant Messenger services, I think this will continue to get worse. -N. Hartz
With my upper elementary students, the biggest advantage I witness in using technology in writing is the kids' willingness to edit. Typically, the idea of rewriting an essay is about as welcome as a dose of cod liver oil. They do it, to be sure, but under duress. However, when the kids compose, edit, revise, and finalize on the computer (complete will illustrations or graphics) they tend to put more time and effort into the process. It is less tedious, more fun, and therefore they learn more about what they're doing instead of dreading the assignment. - Carolyn St
We have used technology to help reinforce writing skills in preparation for ISAT testing. As a computer teacher, I also realize the benefits of grammar and spelling check software to help correct student work. I used to teach Language Arts, and I dreaded the grading of long student essays. We have also used the paragraph punch and citation machine websites at different times. -S. Yunker
This is interesting because I have always wondered what technology has done to the writing ability of our nations children. It seems like with spell check and grammer check that we have installed in our word processing programs hurts are actually writing skills because it doesn't allow us to learn from our mistakes like normally would from having somebody else read over our work. It just simply corrects the problem and allows us to move on. This is something that should be more researched. J. Simmons
The problem of mis-spelling English using technology truly is a problem not only for young kids, but also among college and graduage students. I am not sure if people using other languages have the same problem, but at least the word processor for Chinese that I am using does not correct the Chinese characters. So I think for children who use English as a common communication tool, it is the teachers' and parents' responsibility to work together to help children realize the problem and overcome it. ---X. Zheng
The negative opinions about word processing make me chuckle. We are in the middle of technology change and teaching methods have not caught up fully to the varied options within the new tools (the word processor). When we went from the quill pens to erasable pencils was there a change in how writing took place and thus taught? or to the typewriter? Of course. The writing process is part thinking, part mechanical, part logistical, moving the developing written ideas to final publishing. Word processors shift these activities at each stage around a bit. Just as the pencil, the ballpoint pen, and the typewriter. As teachers we need to be fully cognizant of that and adapt. I can safely bet that electronic writing will not be going away. -J. Tubbs
[edit] References and other links of interest
"AccessSTEM - Writing Assignments." Northwest Alliance for Access to Science, Technology, Engineering and Mathematics. 2001-04. Disabilities, Opportunities, Internetworking, and Technology, University of Washington. 03 Feb. 2005
Austin, S. F., & Lacina, J. G. (2003). Technology and the writing workshop. Childhood Education, 80(2), 101+.
Kulik, J. A. (2003, May ). Computer use helps students to develop better writing skills. SRI International, Retrieved Jan 30, 2005, from http://www.sri.com/policy/csted/reports/sandt/it/Kulik_ITinK-12_Writing_IssueBrief.pdf.
Quote of the week. (n.d.). Retrieved Jan. 31, 2005, from http://www.edu.pe.ca/montaguehigh/quotes.htm.
Reed&Darche, P. K. (2003). Twelve simple steps to writing a research paper with technology. Illinois Computing Educators ICE Cube, 2003(3), 4-6.
Study: spell check can worsen writing. (2003). Retrieved Jan. 31, 2005, from http://www.cnn.com/2003/TECH/ptech/03/14/spell.check.ap/.
