posting 2 computer assisted writing

{ March 6, 2008 @ 12:02 pm } · { Uncategorized }
{ Comments (1) }

Computer Assisted Writing 

In this second week, I will concentrate about computer assisted writing. What is means by computer assisted writing? What the examples of activity related to computer assisted writing? What software that can use?

First, computer assisted writing means that using computer as a tool to help user especially student to improve their writing. So, software that can use to improve our writing is word processing software and blogging. For example many of users use word processor.

Word processing software or called a word processor, allows users to create and manipulate document containing mostly text and sometimes graphics. Millions of people use this software to develop documents such as letter, memos, fax cover sheets, mailing labels, newsletters, and Web pages.

Using word processor can helps them to make correction in their spelling and structure in context. You can link at the address below to know more detail of using word processors. For example, using computer assisted writing instruction. I can summarize from this web site that using computer program for writing helps student with developing ideas, organizing, outlining, and brainstorming.

http://www.k8accesscenter.org/training_resources/computeraided_writing.asp

http://www.ericdigests.org/1995-2/computer.htm

There is example of online book. The title is Teaching ESL Composition: Purpose, Process, and Practice by Dana Ferris, John Hedgcock.

In this book, she also writes about computer assisted writing. She writes about (a) What are the effect of word processing on instruction, the writing process, the quality of student’s writing, and student attitudes?(b)What are the affect of other computer-based tools on writing instruction and outcomes? (c) What special advantages and drawbacks are associated with using-based composing tools with L2 writers?

From my reading, using word processors can improve in writing skill and can attract student to write with confident because they can check by their own and get immediate feedback in their writing.

http://books.google.com.my/books?id=w6ir9LDqf80C&printsec=frontcover&source=gbs_summary_r#PPA266,M1

Summary

Nowadays, computer is very important and as a tool to help people in their writing. I also have read about online and offline writing course by Noraihan Mat Daud and Ainul Madziah Zubairi. As the offline and online modes are employed in teaching English for academic Writing (EAW), it is important to see how students from the two modes of teaching performed or fared in the course. Both offline and on-line student use computer to find information and improve their skill in writing. Using computer can help them to improve their writing by using word processors. By using word processors can help them to be independent, confident and really interested in writing because they can check by their own whether correct or false for example in grammar checker. Other additional word processing features are as auto-correct, auto format, columns, collaboration, thesaurus, mail merge, templates and so on.

advertisement- Pangkor Island

{ March 6, 2008 @ 12:01 pm } · { Uncategorized }
{ Comments (2) }

slide1.gif

assignment posting1

{ March 2, 2008 @ 4:46 pm } · { Uncategorized }
{ Comments (1) }

Assalamualaikum…This week I have posted my first assignment about reading comprehension into the blog. This is my first time using this blog. However, I have learned many things and get new experience. Here, I highlight about how to improve the skill of reading among the students. You also can link to the address that I have provided. www.nifl.gov/partnershipforreading/questions/questions_about.html 

READING COMPREHENSION 

The Definition of Reading   

     For the purposes Vocabulary refers to the words we must know to communicate effectively. In general, vocabulary can be described as oral vocabulary (the words we use in speaking or recognize when listening) or reading vocabulary (the words we recognize or use in print). Vocabulary plays an important part in learning to read of The Partnership for Reading, the National Reading Panel, and the Reading First law, reading is defined as:A complex system of deriving meaning from print that requires all of the following:

  • the skills and knowledge to understand ho phonemes, or speech sounds, are connected to print;
  • the ability to decode unfamiliar words;
  • the ability to read fluently;
  • sufficient background information and vocabulary to foster reading comprehension;
  • the development of appropriate active strategies to construct meaning from print;
  • the development and maintenance of a motivation to read.

   HOW TO IMPROVE THE SKILL OF READING FOR THE STUDENTS?   

 Text Comprehension Instruction

Comprehension is the reason for reading. If readers can read the words but do not understand what they are reading, they are not really reading. Good readers are both purposeful (they have a reason to read) and active (they think to make sense of what they read). Research over 30 years has shown that instruction in comprehension can help students understand what they read, remember what they read, and communicate with others about what they read.Here are some of the highlights from the evidence-based research on text comprehension instruction:

  • Text comprehension can be improved by instruction that helps readers use specific comprehension strategies. Those strategies include monitoring comprehension, using graphic and semantic organizers, answering questions, generating questions, recognizing story structure, and summarizing.
  • Students can be taught to use comprehension strategies. Effective comprehension strategy instruction should be explicit, or direct (through direct explanation, modeling, guided practice, and help with application of a strategy). Cooperative learning can be an effective comprehension strategy as well. Productive instruction helps readers use comprehension strategies flexibly and in combination.
  • Comprehension strategy instruction can begin in the primary grades. Teachers should emphasize comprehension from the beginning rather than waiting until students have mastered “the basics” of reading.

  Vocabulary Instruction

As beginning readers, children use the words they have heard to make sense of the words they see in print. They have a much more difficult time reading words that are not already part of their oral vocabulary.Vocabulary is also very important to reading comprehension. Readers cannot understand what they are reading without knowing what most of the words mean. As children learn to read more advanced texts, they must learn the meaning of new words that are not part of their oral vocabulary.Here are some of the highlights from the evidence-based research on vocabulary instruction:

  • Children learn the meanings of most words indirectly, through everyday experiences with oral and written language. They do so by engaging daily in oral language, listening to adults read to them, and reading extensively on their own.
  • Although a great deal of vocabulary is learned indirectly, some vocabulary should be taught directly. This can be done through specific word instruction (teaching specific words, extended instruction that promotes active engagement with words, and repeated exposure to words in many contexts) and word learning strategies (using dictionaries and other reference aids, using word parts, and using context clues).
  • Vocabulary instruction should focus on important words (key words to help readers make sense of the text), useful words (words they will encounter often), and difficult words (words with multiple meanings, idiomatic words, etc.).

Fluency Instruction

Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. They read aloud effortlessly and with expression. Fluency is important because it provides a bridge between word recognition and comprehension. Because fluent readers do not have to concentrate on decoding the words, they can focus their attention on what the text means.Fluency develops gradually over time and through substantial practice. At the earliest stage of reading development, a student’s oral reading is slow and labored because they are just learning to “break the code” – to attach sounds to letters and to blend letter sounds into recognizable words.Fluency is not a stage of development at which readers can read all words quickly and easily. Fluency changes, depending on what readers are reading, their familiarity with the words, and the amount of their practice with reading text.Here are some of the highlights from the evidence-based research on fluency instruction:

  • Repeated and monitored oral reading improves fluency and overall reading achievement. Students who read and reread passages out loud as they receive guidance and feedback become better readers. Researchers have found several techniques to be effective including the reading and rereading of text a number of times (usually four times) until a certain level of fluency is reached, and practicing oral reading through the use of audiotapes, tutors, peer guidance, or other means.

No research evidence is available currently to confirm that instructional time spent on silent, independent reading with minimal guidance and feedback improves reading fluency or overall reading achievement. Although this activity’s value has neither been proved nor disproved, the research suggests that there are more beneficial ways to spend in-class instruction.

 Computer Technology and Reading Instruction

Despite the current intense interest in computer technology, there is relatively little systematic research into problems of involving computers or other technologies in the teaching of reading. Several factors seem responsible for the limited research on computers in literacy contexts. First, many reading researchers did not, and still do not, consider technology to be a mainstream topic. They often believe that reading instruction can only be delivered by a human. Others believe that technology must be considered in the overall context of reading instruction. Also, until recently, computers did not have all (or even most) of the capabilities that were needed to implement a complete program of reading instruction.Two functions related to computers show promise. First, the use of hypertext (highlighted text that links to underlying definitions or supporting or related text), while technically not reading instruction, may have an instructional advantage. Second, the use of computers as word processors may support the connection between reading instruction and writing instruction.The National Reading Panel stated that it was encouraged by early reported successes in using computer technology for reading instruction, although there were few studies that met the criteria established by the Panel for its review. The Panel noted that there are many questions that need to be addressed in this area.Below you can link reading comprehension activities. For example, reading for pleasure.

http://web2.uvcs.uvic.ca/elc/studyzone/330/reading/index.htm 

SUMMARY           

 Reading comprehension is important especially for the student .We realize that many of the students still have many weaknesses in reading skill. So, I highlight four main basic to improve it. In this task, I highlight reading for instruction. First step is text comprehension. Actually comprehension is important for the reader to understand. For example, research over 30 years has shown that instruction in comprehension can help students understand what they read, remember what they read, and communicate with others about what they read. Then at the top shows that highlight of the evidence-based of the research .Second, highlight of vocabulary instruction. As we know, vocabulary is important to make our essay or conversation more effectively .Third, fluency instruction. Readers must good fluently in reading. Last, student must have good skill in computer technology and reading comprehension. As we know computer skill also is so important. Refer at the top  , there are a few strategies to student to improve it So,  the readers must follow the instruction.    

Newer entries »