Word Processing

Word Processing Ideas

Word processing. This perhaps goes without saying, but one of the best uses of computers in a writing class is perhaps the most common activity that writers use computer for in the first place: writing. For many students, it will represent a "unique activity" to actually compose at the keyboard, no pen or paper in sight. One thing to keep in mind is that when students work with word processed files that they bring from home, they inevitably have to deal with software compatibility/translation issues.

Freewriting. Students write continuously--about anything--for a timed period. Let the keyboard/mind wander and it will start to make sense. A popular variation: Freewrite with the screen turned off (or dimmed) to avoid premature correction.

Musical Computers. The goal of this project is to foster quick, written interaction between students in a fun way. Have each student begin writing at their computer for a short period of time-- the time constraints of the class will dictate exactly how much time. Simple writing projects tend to work best, things such as directed freewriting about a topic, describing (in a paragraph or two) a project in progress, or a response to a teacher's prompt. After time's up, have all the students move to a different computer. This is a semi-chaotic step that lends the title musical computers. Have each student write a response to the previous student's writing, using a different font. Repeat this process as many times as desired or as time allows.
Will Hochman's "Transactional Dynamics of Paired Fiction Writing" activity is similar to this.

Using Grammar Checkers Critically. The grammar and style checking software included with most word processing software is notoriously problematic and inaccurate. However, it can be an effective tool for writers to critically study grammar and style of their own writing. Alone or in small groups, students can run the grammar/style checking software with a grammar and style handbook close by. It can be quite productive for students to recognize the errors being made by the software (especially if they can confirm the error with their own explanation of the grammatical problem or by consulting a handbook), and occasionally, the suggestions made by grammar/style software are helpful.

Imbedded Responses in MS Word Documents. Microsoft Word has a variety of capacities for imbedded comments within the text. Many teachers use this process to comment on essays students submit electronically; students could also use this process to comment on each other's essays. Different versions of Word handle this functions slightly differently, so consult your version's help files for details.

Outlining. Students type in a rough outline (or use the ideas generated above). Using COPY and PASTE, they fill in a paragraph under each part of the outline.

Abstracting. After writing a draft, students COPY the first sentence of each paragraph and PASTE it to a new file. Creates a continuity check for students who hate outlining.

Prompting. Using COPY and PASTE, student works through essay, paragraph by paragraph, using a set of teacher-generated prompt questions: "IS there a topic sentence? If not, write one now." Prompts can be tailored to specific grammatical items, specific rhetorical concepts, and specific essay questions.

Revising. Teacher marks paper copy for error (an "X" in the margin--research shows that labeling the error is relatively unimportant), and makes notes for revision. OR Teacher collects disks and makes notes directly on the file, setting off comments with formatting commands. Teacher observes students in the revising (and writing) process.

Jumble. Students load essay with jumbled paragraphs or sentences (use authentic student essays) and reorganize using CUT/PASTE commands.

UGH drafts for self-editing. The students are given a set of pet peeve words and asked to use the search command to replace each peeve with an UGH. The first UGH draft is usually very UGH-ly, but as semester progresses the student has more control and avoids the UGH words. The hardest part is remembering to save the UGH draft as a separate document. Students also need to be reminded to put a space in front of and behind the word to find and a space in front of and behind the UGH. In Word Perfect, the search starts with FIND and is finished by CHANGE ALL. As the printed UGH draft is compared with the electronic version of the pre-UGH draft, the students analyze and revise their sentences and word choices.

Paragraph sandwich. The teacher or designated students provides topic sentence and concluding sentence. Students insert the "meat" of the sandwich. Again students may want to read one another's original and respond.
Paragraph unity. To check unity, coherence, sentence length variation, or sentence beginnings, separate the sentences of an essay so that each sentence begins on a new line.
Separate each sentence with 2 hard returns. this can be done by creating a macro or using the Find/Replace feature that searches for the period and two spaces that follows and replaces them with a period and two hard returns. The same search/replace can be done for question marks. WARNING: It is difficult sometimes to figure out how to get the program to search for something like the hard return. You cannot hit the enter key and have it read as such.

The paragraph can be returned to its original form by reversing the order of search/replace. That is search for two hard returns and replace with two spaces.
Using the Spike in MS Word. Word has a feature called the Spike. The Spike is used by selecting what you want copied, then pressing Ctl-F3-- check MS Word's help files for more details.
The neat part is if you open another document or graphic, select some more material, then do Ctl-F3 again, you ADD that to the Spike, rather than overwriting it, as with the Clipboard. You can do this a number of times, and then press Ctl-Shift-F3 to paste the entire contents of the Spike into a document. You can move text from any number of separate documents to the Spike, creating a new document from those bits and pieces.

There are lots of ways to use this, but here are two:

1. Let's say you have a document on the screen. Have your students print it out, then cut it up and rearrange the parts on their desks. Then have them move through the document, copying it to the Spike in the new order they've laid out. Then have them paste the new version into a new document. Viola! They have reorganized their paper.

2. Let's say that your students are creating portfolios, and part of that work is creating an introductory essay in which they read their portfolios like another text for the class. You want them to cite themselves and, in general, make text-based arguments about their own writing. Using the Spike, students can move through their entire body of work for the semester, selecting relevant passages that they want to analyze further or otherwise use in this cover-essay, then paste all of those passages into a single document, which becomes their rough notes/outline for the essay.

CAUTION: Using the Spike CUTS your text, rather than copies it. If you want to preserve the original document, DO NOT SAVE YOUR CHANGES.

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