Writing and Digital Media (Studies in Writing, v17) by Luuk van Waes, Mariëlle Leijten, Chris Neuwirth

By Luuk van Waes, Mariëlle Leijten, Chris Neuwirth

Electronic media has turn into an more and more robust strength in sleek society. This quantity brings jointly notable eu, American and Australian study in "writing and electronic media" and explores its cognitive, social and cultural implications.

The e-book is split into 5 sections, protecting significant components of study: writing modes and writing environments (e.g. speech technology), writing and communique (e.g. hypervideos), electronic instruments for writing study (e.g. internet research instruments, keystroke logging and eye-tracking), writing in on-line academic environments (e.g. collaborative writing in L2), and social and philosophical features of writing and electronic media (e.g. CMC, digital literacy and the worldwide electronic divide). as well as providing courses of unique learn via the world over recognized students from various disciplines, every one bankruptcy offers a complete assessment of the present state of the art within the box and indicates instructions for destiny learn.

This wide-ranging foreign quantity offers the superior of present considering within the box and may be integral to someone doing or considering paintings within the region, either for proven researchers in addition to rookies, together with graduate scholars.

Show description

By Luuk van Waes, Mariëlle Leijten, Chris Neuwirth

Electronic media has turn into an more and more robust strength in sleek society. This quantity brings jointly notable eu, American and Australian study in "writing and electronic media" and explores its cognitive, social and cultural implications.

The e-book is split into 5 sections, protecting significant components of study: writing modes and writing environments (e.g. speech technology), writing and communique (e.g. hypervideos), electronic instruments for writing study (e.g. internet research instruments, keystroke logging and eye-tracking), writing in on-line academic environments (e.g. collaborative writing in L2), and social and philosophical features of writing and electronic media (e.g. CMC, digital literacy and the worldwide electronic divide). as well as providing courses of unique learn via the world over recognized students from various disciplines, every one bankruptcy offers a complete assessment of the present state of the art within the box and indicates instructions for destiny learn.

This wide-ranging foreign quantity offers the superior of present considering within the box and may be integral to someone doing or considering paintings within the region, either for proven researchers in addition to rookies, together with graduate scholars.

Show description

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Additional info for Writing and Digital Media (Studies in Writing, v17)

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In our research project, we observed 20 professional writers who worked with speech technology as a writing device for the first time. This group was divided into two groups: a group with previous classical dictating experience and one without previous classical dictating experience. The participants were all observed when writing in their own professional context. In previous articles (Leijten, 2005; Leijten & Van Waes, 2005b), we described two case studies that focussed on the adaptation, learning, and writing processes of these initial speech recognition users.

Speech recognition seems to create a writing environment that is open for different writing styles. 1 Introduction ‘See what you say’ was one of the slogans that was used to promote speech recognition software for dictating purposes in the early years of this technology. Indeed, the fact that Writing and Digital Media Copyright © 2006 by Elsevier Ltd. , & Van Waes, L. (2005). Repair strategies in writing with speech recognition: The effect of experience with classical dictating. In L. Van Waes, M.

Handwriting or word processing without a spell checker at the student’s choice). Quality ratings were significantly higher in the speech recognition than the unassisted condition. Quinlan (2004) selected middle school students who had significantly lower written language than oral language scores and compared them to students without such a discrepancy. All students composed four brief narratives using handwriting and speech recognition. Students with writing problems, but not the average writers, wrote longer papers using speech recognition.

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