In this lesson we will look at how you can use text processing technology to support writing across the curriculum, databases to help students think about the structure of knowledge that they are studying, and spreadsheets to help students learn about problem solving processes and problem representation. Many educators believe that, as with many basic skills, students should practice writing within the context of each of their subjects rather than in isolation in English classes. In earlier grades, many teachers use writing as a partner to reading in whole language programs. A variety of text processing tools are helpful in the writing process where the emphasis is successive approximations, editing and polishing to achieve a final product. These tools, combined with a collaborative writing process, can help teachers whose main concern is content material in a subject area to nurture writing skills and maximize the quality of the written work they receive as efficiently as possible.
Students begin working on an assigned essay outside of class.
The outline processor then allows refinement and elaboration of the brainstorm list leading to a structured outline of the essay. Once the outline is complete and approved by the teacher, students move from the outline processor to the word processor and write an initial draft of their paper, again outside of class time. They are encouraged to work on the draft until they are reasonably happy with it. Then, on an assigned day, they bring a printed copy of their essay to class for collaborative writing. For the collaborative writing process the teacher pairs students heterogeneously.