This is a draft of a students research project that has been through a peer response workshop

and has undergone further revision based on peer comments. You are now giving feedback to the
student so that the student can revise again for the final portfolio.
Cover Memo
The research papers feedback primarily came from one of my peers. He really helped me
amplify my introduction and discussion sections. He recommended I look at journals
specific to computers and literacy, and the inclusion of sources specific to computers and
writing really allowed for my paper to be tailored to my data, displaying better relevance in
the secondary research used to establish baseline knowledge. He also caught something I
overlooked in terms of how students approached the revision process in a very reductive
way, which allowed for more holistic analysis of the data. Even though more additions were
made through the feedback on the research project, both pieces were very thought out in
my initial drafts, leaving my feedback and revision processes limited. I hope this does not
detract from my time and commitment put towards the projects.
Word Processing: Quality University Composing Redefined
Abstract:
Word processing has become commonplace in composing within the academic and
professional environments. However, there continues to be concern with whether or not word
processing has increased the quality of college level writing over the last three decades.
Additionally, there is an increasing disparity in the amount of research that directly surveys
teachers or professors, rather than students. This paper will focus on four University of
California college students and their perceptions of whether or not the integration of word
processing software into literacy practices has improved the quality of their writing. Through
interviews, students revealed that while the utilization of a word processor is beneficial at the
micro-level, there is failure to use it in a holistic writing approach.
Introduction:
With the current day and age of technology, the composition process has transitioned
from paper and pencil to a primarily digital one. Word processing has become the gold standard
by which college level writing is done today. Here at University of California, Davis, students
are offered a free copy of Microsoft Office 365, Microsofts productivity suite, which includes
the prolific Microsoft Word, Microsofts word processing software. Ones ability to properly use
a word processor is no longer trivial, but mandatory in their development as a college student.
With a considerable amount of studies done in the 1980s, the question still remains as to whether
or not word processing is beneficial in improving university level writing.
Existing research on word processing and its effects on the quality of writing have been
mixed. While accepted as beneficial, there is also skepticism. The general justification in using a
word processor in the writing process, as stated by Vanderbilt Universitys Steven Graham

Bethany Qualls 6/4/2016 16:24

Comment [1]: Which pieces? Not quite
clear what you mean from context.
Bethany Qualls 6/4/2016 16:24
Comment [2]: This sounds like its part of
your cover memo for your final portfolio;
way to be ahead of the game!

Bethany Qualls 6/4/2016 16:25

Comment [3]: This is a great, clear
abstract. I have a solid idea of what to
expect, which is most excellent.

Bethany Qualls 6/4/2016 16:26

Comment [4]: word choice?

Bethany Qualls 6/4/2016 16:27

Comment [5]: Formatting nitty-gritty:
either indent OR have an empty paragraph
in between, not both. See formatting
handout for more.

(2008) in The Power of Word Processing for the Student Writer, is that word processing
allows for:
1. Legibility of text
2. Potential for publishing in variety of formats
3. Ease of revision
4. Fluent production of text (while composing, note taking, etc.)
5. Likelihood of supporting applications (for spelling, grammar, semantic mapping)
6. Portable, easy-to-replicate electronic text (easy to share and provide feedback; hard to
lose)
7. Potential for links to electronic source material
(p. 6)
A distinct focus is placed on the revision process, which when properly approached, does
improve the quality of ones writing over time. The usage of a word processor in writing often
encourages the revision process, and as a result, students spend more time on the revision
process. Additionally, it allows for the overall composing process to be less tedious and
burdensome for those who struggle with writing (Dalton and Hannafin, 1987, p. 340). Yet, the
widespread popularity of word processors in composing is rooted in the expectations set by
teaching authorities. The majority of studies have analyzed the perception that teaching
professionals have of word processing on the quality of writing of students. In a study done
analyzing the grading of papers that were completely identical in content, but different in
production methods, results showed that the teachers believed that word processed papers were
superior in comparison to handwritten or typewritten papers (McAllister, 1985, p. 39-40). On
one hand, students turn to word processing software for its ease of revision and on the other, to
meet the expectations held my teaching staff. As shown by the study, there is a flaw in simply
understanding whether or not writing quality increases using a writing processor through the
eyes of teachers and professors. Rather, it requires analysis of the conscious students
perspective on whether or not using a word processor increases the quality of their writing. With
the transition of the composition environment from physical to digital, the question of whether or
not word processing software is beneficial to college writing quality for the students themselves
needs to be addressed.
Methods:
Four students with sophomore standing from four University of California campuses (Davis,
Irvine, Los Angeles, and San Diego) received an electronic interview via e-mail inquiring about
their composition experiences with word processing software and whether or not they perceive
improvement in their writing quality. All subjects have worked with Microsoft Word and Google
Docs on a Windows or Mac device for academic purposes since elementary school, claiming
proficiency with a word processors most basic functions and applications. Subjects have been
enrolled in courses every quarter that require an essay or some type of written composition to be
submitted for grading. Below are the questions in the interview:
1. From a scale from 1-5, with 1 being very weak and 5 being very strong, rate the
quality of the college compositions done thus far using word processing software.
2. Per quarter, how often, on average, is a word processor (Microsoft Word, Google
Docs, LibreOffice Writer, etc.) used for graded compositions? Please provide a
number or range representative of the assignment count.

Bethany Qualls 6/4/2016 16:28

Comment [6]: Is this a direct quote? Or a
paraphrase? Dont forget quote marks if
youre quoting
Bethany Qualls 6/4/2016 16:28
Comment [7]: tense?

Bethany Qualls 6/4/2016 16:30

Comment [8]: This is an incredibly dense
paragraph as is. I would find a place to
break it into 2 somewhere here. The break
will help your reader not get overwhelmed
by all the great information.
Bethany Qualls 6/4/2016 16:29
Comment [9]: your staff? Is this a typo?

Bethany Qualls 6/4/2016 16:31

Comment [10]: Good clear statement of
your topic and niche.
Bethany Qualls 6/4/2016 16:36
Comment [11]: Can you remind me why
with a survey so short you only interviewed
4 students? A larger sample size would
make for a stronger case, but also take more
time. How would you explain your rationale
so that sticklers still take your findings
seriously?
Bethany Qualls 6/4/2016 16:31
Deleted: in
Bethany Qualls 6/4/2016 16:36
Comment [12]: Use present tense
because a fact/thing that still exists.
Bethany Qualls 6/4/2016 16:36
Deleted: were

3. Do you think word processing software has developed you as a writer? If so, how?
4. Which of the seven qualities below justify your usage of word processing software?
List the numbers that apply.
(Refer to Grahams list above)
Added to number 2: (This refers to the presentation aesthetics, NOT publication.)
For the purpose of this paper, the methodology used was not intended to tell why word
processing was effective in improving the quality of writing, but rather if it was or not. The four
subjects offered insight into whether or not word processing software did improve the quality of
college level writing and in what ways.
Results:
Refer to the Methods section for the interview questions. [ ] indicate supplemental text added
for formatting purposes.
Student A (University of California, Davis)
1. 4 (Strong)
2. 8 [times]
3. Aesthetically, it definitely has. I have horrendous handwriting, so I type everything.
Notes, outlines, essays, etc. If anything, Word has provided me with a more focused
environment. I think the biggest upside of being so attached to word is trial and error in
the sense that Im able to experiment with my writing style, vocabulary, etc. The more
and more I wrote, given space for experimentation, the better my writing became and that
definitely reflected in my scores. The only downside about being so bound to my laptop
is that my eyes take a toll. Ill admit to being a slow writer, so I spend hours on end in
front of my screen.
4. 1, 2, 3, 4, 5, 6
Student B (University of California, Irvine)
1. 4 (Strong)
2. 6-7 [times]
3. Yes. While its not conscious, the bulk of my important writing is done on Word. There,
I can really fine-tune ideas until theyre ready to be transformed into physical text on
paper. It reflects that practice makes perfect saying. Being able to rearrange, cut, and
add so easily helps me construct strong flow and structure, allowing the content to shine.
Also, having spell check and grammar is so helpful when you try to use more complex
vocabulary.
4. 1, 2, 3, 5, 6
Student C (University of California, Los Angeles)
1. 5 (Very Strong)
2. 6 [times]
3. I have always considered writing a strong suit of mine. Do I think Word improved my
ability to write? Barely, if none. I think the biggest aspect of Word I appreciate is the
ability to comment. My professors and TAs generally use this method when providing
feedback for drafts and final pieces. Using the comments I receive generally helps

Bethany Qualls 6/4/2016 16:38

Comment [13]: I remember we talked
about why this shouldnt be a footnote, but
its still a bit jarring for me as a reader.

improve my writing where I can, but generally speaking, its pretty trivial or minor
issues. Most of the time, the content is fine; its the grammar or syntax, or something
along the lines of that. Lastly, unlike [handwriting], the final product is always appealing
to the eyes.
4. 1, 2, 3, 4, 5, 6, 7
Student D (University of California, San Diego)
1. 3 (Not Sure)
2. 2-3 [times]
3. I rarely write, so I dont know how much of an effect word processors actually have on
my writing. I use them because theyre reliable and clean when it comes to the final
result. Also, every professor and professional piece of communication from here on out
will require you use word processing software, so in a sense, it is developing my writing
for the job market.
4. 1, 2, 3, 4, 5, 6
Discussion:
As the data shows, Students A, B, and C gave strong to very strong marks on the quality
of the writing they produced in word processing programs. All subjects but Student D averaged
six or more graded compositions a quarter. Of the qualities listed in Grahams list, the potential
to link electronic source material did not have a significant influence on the usage of a word
processor in a graded assignment. Access to electronic sources is not dependent on the usage of a
word processor. The secondary research process is external to word processing programs.
Additionally, citing electronic source material is generally done manually or remotely.
Commonly unknown is the existence of a references application in programs like Word.
However, the most compelling reasons for the usage of a word processor, as
communicated by all four subjects, were the abilities to produce compositions clean in aesthetic
and presentation, as well as the ease in the revision process. As implied in Grahams list, the
overarching emphasis was within these two factors. While legibility and presentation aesthetics
definitely amplify the quality of college level writing in its delivery, the way in which word
processors are used in the revision process is problematic. The majority of the comments allude
to revision being perceived as being very sentence-level, grammatical, or syntax-based, while
improves the overall quality, does not maximize the benefits that can be derived from using a
word processor.
Word processings ease of revision definitely improves college writing quality, but only
to a certain extent. In the case of the subjects and many student writers alike, the perception of
what is believed to be revising is ultimately editing. Student B was the only exception; this
person explicitly mentions the ability to reconstruct the piece to create flow and structure,
following a holistic revising approach. As mentioned by Nancy Sommers (1980) in Revision
Strategies of Student Writers and Experienced Adult Writers, revision is about discovering
meaning by finding the shape and form of the intended argument (p. 385). Even at the college
level, the word processor is unconsciously held for its ability to mechanically correct content at
the micro-level. Exemplified by Student C is what is often believed to be revision: address
grammatical or syntax issues without giving consideration to how that affects the overall form of

Bethany Qualls 6/4/2016 16:39

Comment [14]: transition?
Bethany Qualls 6/4/2016 16:40
Deleted: when it comes to
Bethany Qualls 6/4/2016 16:40
Deleted: , this
Bethany Qualls 6/4/2016 16:41
Comment [15]: Awkward. Do you mean
people dont know the app exists? Also, its a
fairly clunky application compared to
Zotero or Endnote are these things useful
to consider here or extra?
Bethany Qualls 6/4/2016 16:44
Comment [16]: As with your
introduction, youve got some dense
paragraphs here. Break this one and next
into 2 parts so that your points are easier to
follow.
Bethany Qualls 6/4/2016 16:43
Comment [17]: I think youre missing a
word or two here -- awk
Bethany Qualls 6/4/2016 16:45
Comment [18]: Who are these other
students? Evidence?
Bethany Qualls 6/4/2016 16:45
Comment [19]: see how this makes for a
cleaner, clearer sentence?
Bethany Qualls 6/4/2016 16:45
Deleted: in which
Bethany Qualls 6/4/2016 16:46
Comment [20]: awkward syntax -
rephrase

the piece. Revision requires the writer to approach apiece given a holistic and recursive process,
during which the writer addresses the composition as a whole, looking at form, balance, and the
communication of content over mechanics (Sommers, 1980, p. 386). True quality writing goes
beyond the trivial universal aspects of writing that are technical. The revision process is
ultimately what allows for writing quality to increase; yet even at the college level, the
perception of word processing in the composing process limits the revision process to a reductive
one. The reductive approach improves the mechanical skills, adding little to the overall quality of
a piece (Dalton and Hannafin, 1987, p. 338). The increase in quality is rather seen on the trivial
side and at the micro-level.
The utilization of word processing software at the college level does increase writing
quality in the perception of students. However, this improved quality was not cumulative of what
writing quality entails. Solid delivery, content, and mechanics are truly what define writing
quality. While word processing allows for all three to be achieved, delivery and mechanics are
often the focus when used. Word processing has reduced quality writing to a reductive view.
This improvement in quality is miniscule, yet apparent due to this factor. Word processing can
help any composition reach its best potential, given the proper approach. Sommers concept of a
holistic approach is what separates professional writers from student writers; the critical Word
users from the average. With that being said, the teaching and integration of word processing
software, while increases college composition quality needs to move from a culture of addressing
micro-level errors to macro, maximizing the word processors intent and ones composition
development.
This would be a good place to suggest what other kinds of studies could be done and why.

Bethany Qualls 6/4/2016 16:46

Comment [21]: good citation and
summary of Sommers findings

Bethany Qualls 6/4/2016 16:47

Comment [22]: syntax? Im not sure what
you mean here
Bethany Qualls 6/4/2016 16:47
Comment [23]: Be specific about what
this refers to.
Bethany Qualls 6/4/2016 16:49
Comment [24]: you mean the program,
yes?
Bethany Qualls 6/4/2016 16:48
Deleted: w
Bethany Qualls 6/4/2016 16:48
Comment [25]: As in the student/writer
or the program? Unclear.

Works Cited
Dalton, D. W., & Hannafin, M. J. (1987). The Effects of Word Processing on Written
Composition. The Journal of Educational Research, 80(6), 338-342. Retrieved March 13,
2016.
Graham S. (2008). The Power of Word Processing for the Student Writer. Retrieved from
http://doc.renlearn.com/KMNet/R004215628GH546B.pdf
McAllister, C. H. (1985). The Effects of Word Processing on the Quality of Writing: Fact or
Illusion?. Computers and Composition, 2(4), 36-44. Retrieved March 13, 2016.
Sommers, N. (1980). Revision Strategies of Student Writers and Experienced Adult Writers.
College Composition and Communication, 31(4), 378-388. Retrieved March 13, 2016.

Student,
Youve got an impressive research project here, good work thus far. Your abstract is particularly
on point. Watch out for super dense paragraphs, breaking them up when possible. You also
would be well-served to explain why your sample size still has statistical significance. Stick
something like that in the Method section. Ive marked some errors, mostly where the syntax is
awkward (probably because of a missing word or revision that didnt quite get completed). Id
also like to know why you skipped the Conclusion section of your project if youve folded it
into the end of your Discussion, make that clearer to the reader. As with your other work so far
this quarter, this piece does a great job of getting your main ideas across and showing expertise.
We can talk in our conference about how to polish this up for your final portfolio so that youll
have something that really shines.
-BQ

Bethany Qualls 6/4/2016 16:39

Comment [26]: from where?