Techno Magic--Whizz or Fizz? The Relationship between Writing Mode, Editing Process, and Writing Product.

This report presents the findings from a 2-stage, multi-method study conducted in 2000 and 2001 on the editing skills and processes which students at two schools in New Zealand used when working with word processors and with pencils. The study's main aim was to examine the influence of the use of a word processor on students' editing processes and writing products. In addition, the relationships between the year level, gender, and literacy level of the students in the study, and their editing processes and products were examined. Comparable data were collected from 96 students in Years 3/4, 5, and 7. Data were collected by using interviews and observations, and by analyzing the writing samples of students. Each student was observed completing two tasks--one using a word processor and the other using a pencil. The 21 teachers involved were interviewed about their teaching of writing and editing skills, and the place of word processors in their classroom writing program. Overall, the Year 7 students reported greater school computer use than the Year 5 students, who in turn reported greater use than the Year 3/4 students. In general, students showed high levels of motivation when using a word processor. Apart from spelling differences, there were no significant differences in the overall quality of the writing samples by writing mode. Appended are sample parent and teacher letters, teacher and student interviews and other materials. (Contains 9 tables, 3 figures, and 20 references.) (NKA)