Computers, Cognition, and Writing Instruction

By Marjorie Montague

Subjects: Education, Computers
Series: SUNY series in Computers in Education
Paperback : 9780791403365, 205 pages, August 1990
Hardcover : 9780791403358, 205 pages, August 1990

Alternative formats available from:

View Table of Contents

Request Desk or Examination Copy
Request a Media Review Copy

Table of contents

Acknowledgments

Introduction

1. Philosophical and Theoretical Perspectives

 

A Historical Overview
Computer Literacy
Philosophical Issues
Cognitive Perspective
Sociological Perspective
Pedagogical Perspective
A Theory of Educational Computing
Writing Process Theory and Educational Computing

 

2. The Development of Writing Processes

 

Models of Composing
Conclusion

 

3. Writing Processes and Computers

 

Writing Process Instruction
Computer Writing Environment
Word Processing
Writing Process Software
Computer-Assisted Composing Supports
Conclusion

 

4. Computers and Writing at the Elementary Level

 

Writing Research
Computer-Assisted Composing Research
Learning Strategies
Teaching Strategies
Computer Writing Environment
Conclusion

 

5. Computers and Writing at the Secondary Level

 

Writing Research
Computer-Assisted Composing Research
Learning and Teaching Strategies
Computer Writing Environment
Conclusion

 

6. Computers and Writing with Special Needs Students

 

Learning Disabilities
Physical and Sensory Impairments
Cultural and Linguistic Differences
Summary

 

7. Evaluation and Selection of Computer Writing Tools

 

The Need to Evaluate Computer Writing Tools
Considerations for Selecting Computer Writing Tools
Instructional Goals
Hardware Selection
Software Selection
Conclusion

 

8. Current Trends and Future Directions

 

Trends in Educational Computing
Future Hardware
Future Software
Computer Environment for Writing and Learning
Professional Preparation Programs
Conclusion

 

Appendix: Computer-Assisted Composing Software

Bibliography

Index

Description

Marjorie Montague provides both the philosophical and theoretical background for research in computer-assisted composition, as well as a comprehensive review and synthesis of the efficacy research in this area. She focuses on effective writing instruction for elementary, secondary, and special needs students, and she proposes a model in which the teacher and the computer are viewed as compatible instructional agents within a microcomputer learning environment.

Marjorie Montague is Assistant Professor in the School of Education and Allied Professions at the University of Miami, Coral Gables.

Reviews

"Educators will be faced soon, if they are not now, with questions on how to integrate the computer into the curriculum, and one of the first questions will be how to utilize the computer in teaching writing. This book represents a pioneering effort in this direction." — D. LaMont Johnson, Texas Tech University

"Montague clearly grasps the paradox—that computer science not only has created problems, but that it also holds the promise of resolve for those same problems." — Daniel L. Peterson, Northern Arizona University