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Computer Assisted Writing....................

Two factors contributing to the change in writing instruction have been the research investigating the way writing is taught and the computer. Research has found that most teachers are concerned with the final product of writing, but have little understanding of the process that successful writers use in creating that product ( Hansen, 1987; Harste et al., 1988). Traditionally, students have been asked to produce compositions on demand, with little guidance on how to work through the steps that quality writing requires.

Proponents of the various writing models endorse writing as an ongoing, multi-stage process, with equal emphasis given to each of the stages. But whether writing is taught by the process approach or by a traditional method, one of the barriers to producing good writers is that students must use pencil and paper to transcribe their thoughts and ideas. Many children are able to express thoughtful experiences, but have difficulty with handwriting; they labor over the first draft. To them, making revisions and recopying becomes an overwhelming burden. It is heartbreaking for a teacher to see a child, out of frustration and despair, tear up and throw away a composition because repeated erasures have made holes in the paper. The original enthusiasm the student had for the writing assignment may evaporate, and the student may approach the next assignment with anxiety and apprehension. Some writers, especially young writers, will make only those changes that do not require copying, regardless of how much the revision would improve their compositions.

Educational computing has undergone a change of focus regarding how the microcomputer should be used in language arts, and especially in writing (see Cochran-Smith, 1991). No longer are computers seen as tutors and drillers. Instead, educators now are realizing that the computer is a tool for handling information. A word processor can become the centerpiece for an effective writing curriculum, encouraging early language production and providing students with opportunities to connect reading and writing. When integrating advanced technology into any curriculum, the teacher must always be aware that it cannot "eliminate" problems. But with instruction and support from the teacher and peers, most students can experience success in writing through the use of a word processor (Bright, 1990)

Computer Programs for Writing.......

Word prediction

• Student-specific programs that identify words that student uses repeatedly; when the student types the first few letters, the program lists frequently used words that start with those letters
• speeds up the typing process

Speech-to-text

• student speaks into a microphone and the program types the words
• program must be “trained” to the student’s word pronunciation and speech style
• student must be taught how to use the program
• increased speed from thought to text

Text-to-speech

• student can hear what she has typed to check if it says what she wants it to say
• good for editing

Spell-checker

• helps student identify misspelled words
• automatically corrects words if the teacher set the program that way

Thesaurus

• offers student other words that mean the same as the word he or she is using
• adds variety to student’s writing and increases student vocabulary

Word processors are excellent tools for students who find handwriting tedious. Often, students with disabilities have difficulty with all the requirements for the writing process. They have trouble organizing their thoughts and then retaining those thoughts long enough to put them on paper. Their handwriting must be neat enough and their spelling and grammar correct enough to convey their message, tasks that they may find difficult.

shortly, computer assisted writing helped many types of people to accomplish their task. The kind of people who depends on computer to complete their task need to master comperized program such as writing skill using program below.

These are the activities that can improve our writing skill...

you can try all of these activities by your own....

www.geocities.com/fifth_grade_types/wordgame.html

www.theteacherscafe.com/teacher-directory/free-online-writing-activities.html

www.scholastic.com/kids/games.htm