In particular, the project examined effects on writers' planning, reviewing, and revising in a series of six assessment studies. Findings of the project suggest that student writers be explicitly taught how to exploit the benefits and avoid the weaknesses of both word processing and pen and paper media. Results and recommendations of the project have been disseminated in a series of conference presentations, technical reports, and publications in national journals. Center for Educational Computing in English. It turns out that the critical variable when improving student writing is prolonged, intimate and highly strategic teaching.
Writing improves when the writer internalizes an inventive process of reworking early efforts.
Young people learn to be reflective and questioning about their own performance and efforts. They are both strategic and playful. They are versatile and fluent. They develop a rich palette. They fill their toolkit with writing skills.