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• W137674559 abstract "In the past decade, theories of the social construction of knowledge have resulted in the widespread use of collaborative learning techniques. Computer technology has been in the forefront of this movement, with one result being a minor revolution in writing instruction. Specifically, communications and text sharing through both local and wide area networks has promoted collaborative learning and writing. Through networking for communication, educators can potentially alter the way writing centers are conceived. Despite the great variety of computers in writing centers, their use remains for the most part limited to keeping the student and the machine working in isolation from others. However, research indicates that imiting centers as traditionally conceived cannot lay claim to the label collabora_tve, but that in fact collaboration promotes the kind of critical literacy that students of the next century will need. The potential of collaboration as a primary mode of learning in writing centers and the potential of communications software to enhance collaboration can be brought together to transform writing centers. Nothing is more suitable as a supplement to face-to-face meeting with tutors than electronic mail, real-time conferencing and text sharing. By using such capabilities, members of writing groups can read and comment upon each other's work throughout the week Finally, the Texas AsX English Department Writing Center is attempting at this tine to implement a program based fully on the model described here. (M13) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * **01, ***** *************************************************************** a PERMISSION TO REPRODUCE THIS U O. OIEPAOTIMPIIT OF acumnoti (Ince o E Avathcmi Resesecn mos urpforement EDUCATIONA1. RESOURCES INFORMATION CENTER IERICi kiThus docurnatil has been repfacluced ma mewed I rpm femr pl of angtnesnp .1 r mow mangos Aare teen n'eo o .ntProve restroOttome purply Olfine Of yew 0 OperOrlit SWIMS m MIS CsCu mere not neresgarity represent officus. of RI pototon Or pokt. Valerie M. Balester MATERIAL HAS BEEN GRANTED BY Transforming the Writing Center with Computers TO THE EDUCATIONAL RESOURCES INFORMATION CENTER tERIC) The past decade has brought a minor revolution to writing instruction in the classroom setting. Theories of the social construction of knowledge have resulted in the widespread use of collabomtive learning techiques, and computer technology has been in theforefront of this movement. Specifically, communications and text sharing through both local and wide area networks, has enhanced and promoted collaborative learning and writing (Bump 1990). However, these advances have not yet been adopted by writing centers, at least not on a large scale. In this essay I will explore how networking for communication can potentially alter the way writing centers are presently conceived. Whether the changes are for good or for ill, whether writing centers become mere support centers for computerized writing classes or word processing labs with a few bulletin boards and electronic mail hotlines for frills, will depend in large measure on writing center professionals, on how we define ourselves and our centers. It will also depend on how we employ the computers already available to many of us. Over the past year I have worked at trying to integrate computers into the Texas A&M University English Department Writing Center. To my dismay, I have discovered that the traditional drop-in center is not condusive to the use of communications software. By communications software I mean any software that uses a network--wide area or localto allow students to view someone else's text, usually a draft-in-progress (text sharing) or to communicate either by leaving mail or by participating in a real-time conference. For example, DIScourse (Daedalus), which we use at Texas A&M, provides programs for all three functions (NetManager for text-sharing, Contact for electronic mail, and Interchange for real-time conferencing). In our center, we have begun to integrate what Evelyn Posey (1989) calls single-purpose aids, most notably invention heuristics (Mindwriter by 41 Daedalus) and guided composing, in which a tutor directs a student in invention, drafting, %.) or revising. We have also used electronic mail to create a staff bulletin board that enhances" @default.
• W137674559 created "2016-06-24" @default.
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• W137674559 date "1992-03-01" @default.
• W137674559 modified "2023-09-27" @default.
• W137674559 title "Transforming the Writing Center with Computers." @default.
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