On the Road to Computer Assisted Compositions

Abstract

Two studies are reported that explore the feasibility of computer assisted composition in helping school-age children handle high-level aspects of the composing process. The first study used a program featuring help in selecting structural elements to include in opinion essays. The twelve grade six students, serving as subjects in the study, reported that the program was helpful, but a qualitative analysis of their products suggests the intervention was too easily assimilated to a low-level “What next?” composing strategy. In an attempt to strengthen the intervention, the second study introduced a response-sensitive questioning procedure. Qualitative measures suggest the thirty-six grade eight students found this on-line intervention to be too intrusive. The two approaches to on-line facilitation are discussed, and lines for the future investigation of computer assisted composition for the novice composer are suggested.

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