Date of Award

Spring 5-1-1992

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

English

First Advisor

Robert Perrin

Second Advisor

James Mullican

Third Advisor

Douglas Robillard

Abstract

This study focuses on computer technology in the revision processes of composition students. Although advances in computer technology have had significant effects on composition instruction, teachers' attitudes toward, and expectations of, computers in the writing classroom have been divided concerning the effects of the technology on students' revision strategies and performance. With the first uses of computers in composition, researchers were overly optimistic about the computer's benefits in revision. After closer scrutiny, though, some researchers reported that computers had little effect on the quality of students' revisions. Now, after more than a decade of computer use, researchers' opinions are still divided: some report numerous advantages to computer use in revision; some report few advantages. Through an examination of scholarly research from the last decade, the first part of this study shows what has gone on in composition instruction concerning our expectations and use of computers. After an examination of past uses, the focus shifts to address what we can expect from computers and how students can benefit from the technology. This section of the work argues that computers make a difference in students• revision quality, when students use specific, practical computer revision methods. The second section of this study examines the role of textual-analysis programs in composition instruction. As with our expectations and employment of computers in students' revision processes, our expectations and uses of analysis software have also undergone a similar shift in approaches. This section of the study argues that textualanalysis programs offer little help to composition students as they revise. Computers can be powerful tools in composition, but we must not expect too much from the technology. To achieve improvements in students' writing, we must teach students more than simply how to operate word processing equipment and analysis software.

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