Computer-Assisted Instruction in Critical Thinking and Writing: A Process/Model Approach

Research in the Teaching of English Oct 1991

Computer-Assisted Instruction in Critical Thinking and Writing: A Process/Model Approach

Thomas D. Bacig University of Minnesota, Duluth ; Robert A. Evans University of Minnesota, Duluth ; Donald W. Larmouth University of Wisconsin–Green Bay

Abstract

This paper compares the effects of pencil-and-paper and computer-assisted versions of a process/model approach in a college writing program with the effects of a more traditional approach. Three empirical measures are used in the study: a frequency count of linguistic markers of argumentation and comparison/contrast based on previous work by Odell (1977), a measure of the number of arguments, and a measure of their logical integrity. All significant differences favored students in the experimental sections, who used more markers, made more arguments and made stronger arguments. Students in the computer-assisted (CAI) version of the experimental approach used still more markers than students in the pencil-and-paper version, suggesting that the CAI materials may enhance the efficiency of student learning of some formal aspects of reasoning in writing. These results suggest that it may be possible to attain a postprocess paradigm for teaching writing and thinking that transcends the dialectic that places process and product in opposition to each other.

Journal: Research in the Teaching of English
Published: 1991-10-01
DOI: 10.58680/rte199115466
Open Access: Closed
Topics: writing pedagogy multimodality multilingual writers argument