Turning on to Word Processing

Abstract

To many people, the image of a teacher using a computer in composition class parallels Beauty gladly entertaining the Beast. Writing's delicate art must be unsullied by vile machine! Objectors often attribute to computers a power and danger even the biggest ones don't yet have, and maybe never will. We humans fear what we don't understand, and computers are new, exotic, and complex. We tolerate or welcome typewriters because they are familiar. Conservative composition teachers can ignore journalists who compose daily at terminals, the many employers and secretaries who depend on word processing, and citations in The Writer, Writer's Digest, and professional English teaching and composition journals of those who now love word processing.Business workers now regularly use word processors. Lester Faigley and Thomas P. Miller reported that even in 1982, 25.5 percent of the professional and technical people sampled used computers to communicate in writing, and 47 of the 51 did so frequently. Word processors are increasingly available, with more writers discovering their value. Contrary to rumor, a word processor does not have artificial intelligence or take away the opportunity to improve in writing and spelling, nor does it substitute for a teacher, although it may be a superb assistant. Word processing may lessen panic and make it easier to learn and improve, however. Students need to know today's tools, whether teachers grind their teeth while accepting the Monster, or glory in the freedom, speed, and perfection the electronic Marvel can bring the students.In moderate terror and disbelieving amazement, William Zinsser found himself creating Writing with a Word Processor. Though he'd failed to cope with an electric typewriter, Zinsser liked word processing. &dquo;The word processor will help you to achieve three cardinal goals of good writing~larity, simplicity and humanity-if you make it your servant and not your master. Remember, it's only a machine, so don't be afraid of it,&dquo; he says (p. 112). Students do become comfortable with word processing, discovering that it lessens writing's arduous agony; eases finding, arranging, and supporting ideas; increases creativity's flow; speeds finding solutions to their writing problems; simplifies organizing experiments; and encourages editing. In Mindstorms, Seymour Papert warns that word processors can make writing easier and contribute to language mastery, but must be properly used to do so. &dquo;The computer is not a culture unto itself but it can serve to advance very different cultural and philosophical outlooks&dquo; (p. 31).A computer can help teachers teach traditional curriculum or help learners learn outside a curriculum. Whenever word processing packages are bought, teachers should consider not what the package teaches but what the student will be able to learn from using the package. The instruction should support communicators &dquo;as they build their own intellectual structures with materials drawn from the surrounding culture.&dquo; Papert warns against...