Bruk av tekstbehandling som hjelpmiddel i prosessorientert skrivepedagogikk i norskundervisningen. Evaluering av prosjektet. Rapport 14 (Using Word Processing in Process Writing in the Teaching of Norwegian. Project Evaluation. Report 14).

Autor/in	Huseby, Roar
Institution	Telemark Coll. of Education, Notodden (Norway). Centre for Pedagogical Research and Development.
Titel	Bruk av tekstbehandling som hjelpmiddel i prosessorientert skrivepedagogikk i norskundervisningen. Evaluering av prosjektet. Rapport 14 (Using Word Processing in Process Writing in the Teaching of Norwegian. Project Evaluation. Report 14).
Quelle	(1990), (85 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	norwegisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0802-5363
Schlagwörter	Foreign Countries; Grade 5; Grade 8; Intermediate Grades; Junior High Schools; Language Acquisition; Norwegian; Program Descriptions; Program Evaluation; Revision (Written Composition); Skill Development; Student Attitudes; Student Motivation; Teaching Methods; Uncommonly Taught Languages; Word Processing; Writing (Composition); Writing Instruction; Writing Processes; Writing Skills; Norway + Suchen Sie Ihr Suchwort? Ausland; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Mittelstufe; Sekundarstufe I; Sprachaneignung; Spracherwerb; Norwegisch; Programme evaluation; Programmevaluation; Korrektur; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Minderheitensprache; Textverarbeitung; Schreibübung; Schreibunterricht; Writing skill; Schreibfertigkeit; Norwegen
Abstract	This evaluation reports on a project that used word processing in process writing as a method for teaching written Norwegian to Norwegian students in grades 5 and 8. Process writing refers to the process of writing and rewriting or the various stages of producing written text. Students start with a first draft and work gradually toward a finished manuscript. The report discusses the following: what process writing is; conditions involved in getting the project started; student motivation for using the word processor in process writing; revision of the first draft; and student cooperation and response. The following questions are highlighted: do students write more using a word processor in process writing? Do they make fewer mistakes and show better sentence development? Is the content of their writing better using the word processor in process writing? Results of the evaluation were positive, showing that student motivation was high from the beginning of the project, student cooperation and response were good, students wrote more and more clearly using the word processor, and students overall made fewer errors in their writing using the word processor. (VWL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC