Digital Writing, Word Processors and Operations in Texts: How Student Writers Use Digital Resources in Academic Writing Processes

Hort, Sofia

doi:10.18552/joaw.v10i1.596

Cited by 5 publications

(2 citation statements)

References 27 publications

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“…This practice helped ensure that the important delete agreements could be upheld. If the writers were unable to agree on the status of a text, the second of these techniques used red text to denote a status as undecided for now (see also Hort, 2020). As such, the pair initially agreed to disagree to avoid the escalation of a potential conflict.…”

Section: Written 'Contract'mentioning

confidence: 99%

Academic Writing Development of Master’s Thesis Pair Writers: Negotiating Writing Identities and Strategies

Jensen

Nordentoft

2022

JoAW

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This article provides insights into how writing a Master’s thesis in pairs affects students’ development and identity construction as academic writers (Burgess & Ivanič’s, 2010). Data consist of self-recorded dialogues between four pairs of Danish Master’s thesis writers at the start, middle and end of their thesis writing process. Data were coded thematically using grounded theory methods (Charmaz, 2006) and the resulting empirically grounded themes informed a discourse analysis of the material (Laclau & Mouffe, 2001). The findings suggest that those writing a Master’s thesis in pairs negotiate and assign largely fixed writing identities at an early stage that serve as a way of creating boundaries and building trust, allowing the students to write, provide feedback and revise text in shared documents. Each pair develops a set of writing strategies focused on setting and maintaining boundaries, thereby ensuring that the joint pair writer identity is not threatened. The article discusses how this strategy is embedded in a wider Master’s thesis discourse that draws heavily on concepts such as autonomy and independence and thus might not lend itself easily to the articulation of a joint identity as a writing pair.

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Section: Written 'Contract'mentioning

confidence: 99%

Academic Writing Development of Master’s Thesis Pair Writers: Negotiating Writing Identities and Strategies

Jensen

Nordentoft

2022

JoAW

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“…Crystal 2011; Barton and Lee 2013;Tagg 2015), and a number of studies have investigated the impact of digital writing on writing practices and performances at different levels of education (e.g. Baer 2004;MacArthur 2006;Leander 2009;Crook and Bennet 2010;Purcell, Buchanan, and Friedrich 2013;Wollscheid, Sjastaad, and Tømte 2016;Baker and Lastrapes 2019;Hamouma and Menezla 2019;Hort 2020). Indeed, it seems undeniable that new technologies have become the norm in education, and they are more and more often used for teaching, learning, and assessment purposes.…”

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confidence: 99%

A Comparison between EFL Writing Errors in Computer-Based and Paper-Based Assignments

Caleffi

2023

Lingue Culture Mediazioni - Languages Cultures Mediation (LCM Journal)

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Advances in writing technologies have fostered the gradual move from Paper-Based (PB) to Computer-Based (CB) writing assessment in foreign language (FL) education. The trend was further boosted by the outburst of the Covid-19 pandemic, which led to drastic changes in teaching and assessment practices. In higher education (HE) contexts, writing assessment in English as a foreign language (EFL) is more and more often managed by means of online learning platforms, where students create and submit written assignments on the computer. This paper examines a sample of 100 EFL exam essays completed by 100 Italian university students. Half of the essays were computer-typed on Moodle from home during the Covid-19 lockdown, whereas the other half were handwritten on paper during a face-to-face exam session after the Covid-19 emergency. The study presented herein compares the amount and types of formal errors in the CB and PB written assignments respectively. The results of the comparison may be useful to suggest hypotheses on the impact that both writing modality and environment can have on the quality of EFL writing in assessment contexts.

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Word Processing Software: The Rise of MS Word

Kruse,

Rapp

2023

Digital Writing Technologies in Higher Education

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In the mid-1980s, more than 300 different versions of word processing software existed (Bergin, 2006a, b), but within a decade, Microsoft Word emerged from the pack and became the standard writing tool. MS Word convinced the public to exchange their typewriters for microcomputers with writing software. It gave writing an (inter)face to become familiar with. A new era of literacy had begun and started to shape writing, thinking, design, and communication in its own way. First, we provide an overview of the developments that made MS Word successful and describe in broad terms the core issues of word processing before we look at the functionalities that MS Word offers. Next, we reflect on the importance of research on word processors and show that it has dwindled since the initial wave of studies. Research ceased since the 2000s, even though new technological opportunities to study word processors arrived, such as key logging and screen recording. The report ends at the time when the internet had developed sufficiently to change literacy once more and when word processing had to adapt to the tasks, technologies, and demands of writing for the web or in the web.

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Digital Writing, Word Processors and Operations in Texts: How Student Writers Use Digital Resources in Academic Writing Processes

Cited by 5 publications

References 27 publications

Academic Writing Development of Master’s Thesis Pair Writers: Negotiating Writing Identities and Strategies

Academic Writing Development of Master’s Thesis Pair Writers: Negotiating Writing Identities and Strategies

A Comparison between EFL Writing Errors in Computer-Based and Paper-Based Assignments

Word Processing Software: The Rise of MS Word

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