article #1 critique

Article Critique #1 1

Running Head: Article Critique #1

Article Critique #1

M. Scott Alexander

ETEC/500

University of British Columbia

Dr. Stephen Carey

February 1, 2009


ARTICLE CRITIQUE #1

The article "The Effects of Incorporating a Word Processor Into a Year Three Writing

Program" which is based on the work of Natalie Beck and Tony Fetherston, states that writing is

an integral part of teaching children and learning to write is essential if primary students are to

become literate members of society. Writing is a dynamic process and it should be seen more

than a skill or instrument of learning but rather a central piece in the school learning process.

However, students see writing as a long and laborious task that the end result is dictated not by

the final product but rather the teachers expectations; traditional stages often include pre-

writing, rough draft, revising, editing, and publishing. Computers have been endorsed to

improve student writing and is a valuable aid for childrens learning. Beck and Fetherston

(2003) claim the benefits for students when using a computer for writing include enhancing

editing skills as well as the mechanics of writing, expressing feelings of confidence and

achievement; it also, improves creativity as well as offers higher degree of risk taking and a

motivation to improve style. As a result of this, students produce a more comprehensive

narrative when they are assisted in the writing process by a word processor.

Beck and Fetherston (2003) used seven participants on the basis of convenience sampling

(five girls and two boys) from a primary school in a Year Three/Four split class in Metropolitan

Perth in Western Australia The participants were involved in the study every day over the

course of a six-week period during the writing time from 9:00am to 9:45am. Individual case

studies were constructed from data gathered during this study as well as field notes, document

analysis and the evaluation of writing samples aided each of the case studies. Each participant

was also exposed to a series of unstructured interviews during the six-week period. Data was

collected through observations, interviews tape recordings and writing samples. Data collection


also occurred in three stages; before the study commenced, during the study and after the study

concluded.

Beck and Fetherston (2003) found that incorporating a word processor into a writing

program assisted the students through enhanced creativity and increased motivation; they found

students on task and more willing to take risks as re-writing the entire document is not a required

step when using a computer. Students did not have to make up several drafts of their writing and

editing was now possible on the fly which engaged them in editing and assisted their proof

reading which resulted in longer text. Beck and Fetherston (2003) found that writing was better

using the word processor than the traditional method of pen and paper as a result of their

findings.

I would tend to agree with Beck and Fetherstons analysis (2003) that a word processor

enhances the writing process. It would seem ludicrous in todays society to have students going

through the traditional writing process of pre-writing, rough draft, revising, editing, and

publishing; using a word processer will not eliminate the need for these steps but rather reduce

the time required for each. For example, a final published report on a word processor doesnt

require the student to re-write then entire document, rather just go through the aforementioned

steps and when they are satisfied, hit print. The low sample size causes some concern for me;

7 students from a Year Three class seem to be a low sample size to make a broad conclusion.

Although, the trend would probably continue with addition participants, it would add some more

credibility to the study if the sample size was increased. Also, using a more diverse group of

participants, rather than just one class would further the credibility as a larger sample group

would more reflect the representative. However, I would imagine that further studies would


come to the same conclusion as and Fetherston and further studies would only strengthen their

position.


References

Beck, N., & Fetherston, T. (2003). The effects of incorporating a word processor into a year

three writing program. Information Technology in Childhood Education, 139-161.

Retrieved, 5 January 2009 from http://vnweb.hwwilsonweb.com/hww/jumpstart.jthml

?recid=0bc05f7a67b1790ee4929bb4ae6cba83b920770008eb48bb82cb476666c896a9c0d

3a6f1e696b317&fmt=P

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