Middle School Pupil Writing and the Word Processor.

Autor/in	Ediger, Marlow
Titel	Middle School Pupil Writing and the Word Processor.
Quelle	(1996), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Computer Assisted Instruction; Earth Science; Imagery; Intermediate Grades; Junior High Schools; Lesson Plans; Middle School Students; Middle Schools; Poetry; Social Studies; Teaching Methods; Word Processing; Writing Across the Curriculum + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Earth sciences; Geowissenschaften; Metaphorik; Mittelstufe; Sekundarstufe I; Lesson planning; Unterrichtsplanung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lyrik; Poesie; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Textverarbeitung
Abstract	Pupils in middle schools should have ample opportunities to write with the use of word processors. Legible writing in longhand will always be necessary in selected situations but, nevertheless, much drudgery is taken care of when using a word processor. Word processors tend to be very user friendly in that few mechanical skills are needed by the writer. Below are a few situations in which word processors were used in ongoing lessons and units of study. First, word processors were used to help students in the group writing of triplets, couplets, and limericks. Second, in a unit on the Middle East, students viewed a set of slides on the Middle East. Then student groups were asked to write a limerick using the word processor. Students seemed to enjoy writing together on the computer. Third, poetry writing was further emphasized by a teaching team in the science curriculum. Pupils were studying a science unit on "The Changing Surface of the Earth." For one learning activity, pupils with their teacher's guidance made a model volcano from plaster of Paris. Ammonium dichromate crystals were lit inside the volcano and liquid materials flowed down its sides. In their groups, pupils were then given a chance to come up with imagery to describe the eruption and to write poetry pertaining to it. (Contains excerpts of student poetry.) (TB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC