| Research results from previous educational studies have not determined conclusively that an effect exists when word processing is used in college preparatory writing classes for non-traditional students. This qualitative study concerned the effect that the use of word processing had upon four freshman basic writers. The psycholinguistic paradigm was the theoretical construct for literature review and methodology. Four categories emerged from the data: subject behavior, perception, attitude, and tutorial relationship with the researcher. Results showed a spectrum of effect. Evidence suggested that word processing had a positive effect on three subjects' behavior, perceptions, and attitudes toward writing but an eclectic effect on a fourth subject. Conclusions were that word processing did generally impact the non-traditional college freshman writers, particularly subject writing autonomy, and that the tutorial relationship had an equally significant effect on their composing practices. |
