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Surname 1
Student Name:
Instructor:
Course:
Date:
The Computer Effect on Student Writing
Writing refers to the documentation of personal or private thoughts to a permanent public
record. Writing extends memory of personal or private thoughts. Writing not only extends
memory but it also shapes and broadens writer’s thoughts and ideas (Cook 61).For many years,
students have been writing on paper using pens until the invention of computers. Writing
requires a writing space such as a book or a Microsoft office word page. Writing space is a
physical or visual platform that is described by a certain specific technology (Bolter 90). In
addition, writing requires tools that make writing process possible. These tools include biro pen,
computer or laptop keyboard. Finally, writing also demand application of skill or a technology.
Without technology or required skills (craftsmanship), then the writing tools would very useless
(Ellul 22). The problem is to find out if the computer use has any effect (negative or positive) on
student writing. Does application of computer affect student writing? How does it affect student
writing? Is the effect positive or negative? Attempts to raise sufficient answers to this topic has
become a very intriguing argument. Student writing has been taken place for a long time even
before introduction of computers. However, it should be understood that computer application
has a positive effect to students’ writing. Student writing has been simplified, fast, and
grammatical error free with the use of computers.
It is believed that use of computers by prompts students to learn cyber slang which affect
communication skills. However, this is not the case. Use of word processors in student writing
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prompts the writer to revise works incase typing and grammatical errors are committed (Bonk
and Reynolds 37). Use of word processor enables easy editing. When personal ideas were typed
using type writers or a paper and a pen, whiteout were used to edit or correct errors made unlike
in a word processor where a click would correct the committed errors producing a clean work.
One of the greatest advantages of word processors is the ability to identify spelling and grammar
errors in a write-up. This is enabled by the availability spelling and grammar features. Saved
word documents are easier to correct as opposed to handwritten work where work cancellation is
inevitable.
Most people thought that handwritten documents are faster and better than computer
written documents. However, word written documents using computers allows faster
reproduction of notes, flyers, letters, and memos. Use of printers allows reproduction of memos
which is easier and much faster than handwritten documents. In addition to that, word documents
are clean, readable, homogenous, and in most cases error-free. Computers enable students to
create tables, draw graphics and charts, and write reports in word processors. This is an added
advantage of computer use by students in writing.
Word processor use to write an essay produces a poor planned written work (Hass 34).
Hass wrote a poor planned essay using a word processor than a handwritten essay in 1989. Hass
believes that hand-written essays are properly planned than computer written essay. Since then,
many scholars have differed with Hass. Bangert-Drowns 66 argued that word processors produce
a slightly higher quality and better planned essays. Generally, evaluators asserts that essays
written by word processor are preferable than hand-written ones because they are clean, longer,
error free. Collaborative writing in essay is enabled by word processors thus a high quality
written work is produced (Crook 61). Hand written essays are less distributed compared to word
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processed work throughout the writing process. Benefits of using word processor to write have
not yet been conformed through research. The topics still remains debatable (Peacock and Beard
289). However I firmly believe that the word processor produces a higher quality and better
planned written work than handwritten one.
Use of computer in research studies has eased retrieval of meaningful information. Many
people believe students’ use of internet will spoil them at tender ages. Social media such as
facebook, twitter, instagram, and MySpace are some of the social media sites that parents fear
their children subscribe to. Internet is associated with moral decay and high levels of immorality.
I agree that if internet is used wrongly, it is disastrous. However, I firmly believe that internet has
more to offer other than immoral information. Use of computer to surf internet enables students
to read and research widely and get more information. Extensive reading improves verbal and
written communication. Unlike handwritten books, students have access to online libraries thus
no need to buy books from bookshops. Writing space is no longer limited to “writing space’” as
it is in paper and pen (Bolter 90).
According to Bolter 90, writing using a computer is advantageous than writing hand in
that it is easier to change font size, availability of graphics features such as drawing tables and
charts. In a nutshell, computers have great impact on student writing. Intensive reading leading
to mastery of communication language, excellent research skills through the use of online
libraries, quality and lengthier essays are produced, grammar and spelling free writing and good
planned essays are some of the positive effects computer to student writing.
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Works cited
Bangert-Drowns, R. L.The word processor and an instructional tool: A meta-analysis of word
processing in writing instruction. Review of Educational Research,1993;(63), 69-93.
Bonk C. J., & Reynolds T. H. Early adolescent composing within a generative-evaluative
computerized prompting framework. Computers in Human Behavior.1992 ;(8), 39-62
Bolter, J. D. The shapes of WOE. Writing on the Edge, 1991 ;(2), 90-91.
Crook, C.Computers and the collaborative experience of learning.London: Routhledge 1994.
Ellul, J.The technological society. New York: Alfred A Knopf.1967.
Haas, C.Writing technology: Studies on the materiality of literacy.Mahwah, NJ: Lawrence
Erlbaum Associates.1996.
Peacock, M. and Beard, R."Almost an invincible repugnance"?: Word processors and pupil
writers. Educational Review.1997 ;( 49), 283-94.
.
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Unformatted Attachment Preview

Surname 1 Student Name: Instructor: Course: Date: The Computer Effect on Student Writing Writing refers to the documentation of personal or private thoughts to a permanent public record. Writing extends memory of personal or private thoughts. Writing not only extends memory but it also shapes and broadens writer’s thoughts and ideas (Cook 61).For many years, students have been writing on paper using pens until the invention of computers. Writing requires a writing space such as a book or a Microsoft office word page. Writing space is a physical or visual platform that is described by a certain specific technology (Bolter 90). In addition, writing requires tools that make writing process possible. These tools include biro pen, computer or laptop keyboard. Finally, writing also demand application of skill or a technology. Without technology or required skills (craftsmanship), then the writing tools would very useless (Ellul 22). The problem is to find out if the computer use has any effect (negative or positive) on student writing. Does application of computer affect student writing? How does it affect student writing? Is the effect positive or negative? Attempts to raise sufficient answers to this topic has become a very intriguing argument. Student writing has been taken place for a long time even before introduction of computers. However, it should be understood that computer application has a positive effect to students’ writing. Student writing has been simplified, fast, and grammatical error free with the use of computers. It is believed that use of computers by prompts students to learn cyber slang which affect communication skills. However, this is not the case. Use of word processors in student writing Surname 2 prompts the writer to revise works incase typing and grammatical errors are committed (Bonk and Reynolds 37). Use of word processor enables easy editing. When personal ideas were typed using type writers or a paper and a pen, whiteout were used to edit or correct errors made unlike in a word processor where a click would correct the committed errors producing a clean work. One of the greatest advantages of word processors is the ability to identify spelling and grammar errors in a write-up. This is enabled by the availability spelling and grammar features. Saved word documents are easier to correct as opposed to handwritten work where work cancellation is inevitable. Most people thought that handwritten documents are faster and better than computer written documents. However, word written documents using computers allows faster reproduction of notes, flyers, letters, and memos. Use of printers allows reproduction of memos which is easier and much faster than handwritten documents. In addition to that, word documents are clean, readable, homogenous, and in most cases error-free. Computers enable students to create tables, draw graphics and charts, and write reports in word processors. This is an added advantage of computer use by students in writing. Word processor use to write an essay produces a poor planned written work (Hass 34). Hass wrote a poor planned essay using a word processor than a handwritten essay in 1989. Hass believes that hand-written essays are properly planned than computer written essay. Since then, many scholars have differed with Hass. Bangert-Drowns 66 argued that word processors produce a slightly higher quality and better planned essays. Generally, evaluators asserts that essays written by word processor are preferable than hand-written ones because they are clean, longer, error free. Collaborative writing in essay is enabled by word processors thus a high quality written work is produced (Crook 61). Hand written essays are less distributed compared to word Surname 3 processed work throughout the writing process. Benefits of using word processor to write have not yet been conformed through research. The topics still remains debatable (Peacock and Beard 289). However I firmly believe that the word processor produces a higher quality and better planned written work than handwritten one. Use of computer in research studies has eased retrieval of meaningful information. Many people believe students’ use of internet will spoil them at tender ages. Social media such as facebook, twitter, instagram, and MySpace are some of the social media sites that parents fear their children subscribe to. Internet is associated with moral decay and high levels of immorality. I agree that if internet is used wrongly, it is disastrous. However, I firmly believe that internet has more to offer other than immoral information. Use of computer to surf internet enables students to read and research widely and get more information. Extensive reading improves verbal and written communication. Unlike handwritten books, students have access to online libraries thus no need to buy books from bookshops. Writing space is no longer limited to “writing space’” as it is in paper and pen (Bolter 90). According to Bolter 90, writing using a computer is advantageous than writing hand in that it is easier to change font size, availability of graphics features such as drawing tables and charts. In a nutshell, computers have great impact on student writing. Intensive reading leading to mastery of communication language, excellent research skills through the use of online libraries, quality and lengthier essays are produced, grammar and spelling free writing and good planned essays are some of the positive effects computer to student writing. Surname 4 Works cited Bangert-Drowns, R. L.The word processor and an instructional tool: A meta-analysis of word processing in writing instruction. Review of Educational Research,1993;(63), 69-93. Bonk C. J., & Reynolds T. H. Early adolescent composing within a generative-evaluative computerized prompting framework. Computers in Human Behavior.1992 ;(8), 39-62 Bolter, J. D. The shapes of WOE. Writing on the Edge, 1991 ;(2), 90-91. Crook, C.Computers and the collaborative experience of learning.London: Routhledge 1994. Ellul, J.The technological society. New York: Alfred A Knopf.1967. Haas, C.Writing technology: Studies on the materiality of literacy.Mahwah, NJ: Lawrence Erlbaum Associates.1996. Peacock, M. and Beard, R."Almost an invincible repugnance"?: Word processors and pupil writers. Educational Review.1997 ;( 49), 283-94. . Surname 5 Name: Description: ...
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