Writing with word processors: a research overview

Summary As word processors become more widely used in schools, it is important that educators understand the nature of their impact on students’ writing and classroom culture. This paper presents a critical overview of three main categories of published material which explore the effects of word processing on writing: the testimonials of writers, the anecdotal accounts of educationists and research reports. It begins with a representative selection of the responses of professional writers. The article then identifies the dominant themes of the anecdotal reports of teachers who use word processors in their classrooms. It continues with an analysis of the research literature, indicating the major focuses of the investigations, the methodologies employed and the studies’ findings. Finally, the paper makes suggestions for future research directions.