By Mike Sharples (auth.), Mike Sharples (eds.)
This ebook grew out of the Fourth convention on pcs and the Writing technique, held on the college of Sussex in March 1991. The convention introduced jointly a large choice of individuals drawn to such a lot facets of desktops and the writing approach together with, desktops and writing schooling, machine supported fiction, pcs and technical writing, evaluate of computer-based writing, and hypertext. Fifteen papers have been chosen from the twenty-five brought on the convention. The authors have been requested to enhance them into articles, incorporating any insights they'd received from their convention displays. This publication bargains a survey of the vast region of pcs and Writing, and describes present paintings within the layout and use of computer-based instruments for writing. college of Sussex M.S. October, 1991 observe from writer This number of articles is being released concurrently as a distinct factor, quantity 21(1-3), of educational technology - a world magazine of studying and Cognition. tutorial technology 21: 1-4 (1992) 1 © Kluwer educational Publishers, Dordrecht creation MIKE SHARPLES tuition of Cognitive and Computing Sciences, college of Sussex, Falmer, Brighton BNl 9QH, United Kingdom.
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Extra info for Computers and Writing: Issues and Implementations
Ann told of how she "banished the family for two weeks" when Amy came to work on their book, which enabled them to spread out all over the floor. Cups of coffee, cosy restaurants, private rooms and home visits are all mentioned many times. Portability may turn out to be an important feature of collaborative writing tools. The spreading out Ann (and other interviewees) described may have less to do with comfort however than with the importance of having everything in view at once. Others also talked of the need at key stages in the production of a piece of writing to get a global view of it whilst also being able to get quick access to the detail of the text itself at any point.
Initially this caused some annoyance to the moderator, because some characteristics of the proposed modifications were technically impossible to implement with available resources. Much of the discussion in the conference consisted of reports of 'bugs' in the code of the prototype, and the coder was kept busy fixing these. The standards expert modified his proposals and the moderator stated she was now happy with the general principle he was proposing. However, nobody undertook or was allocated the task of producing a new specification document incorporating the additional functionality and the standards expert's proposals for menu codes and dialogue structure.
By contrast, the expert's goal is to design a package for their reader, taking account of the reader's requirements, their knowledge, their likely opinions, and so on. They, therefore, do not rely on a set of pre-formed formats, but instead actively design a specific plan designed to satisfy their goals with respect to the reader. Planning, then, is no longer simply a matter of organising ideas associatively retrieved from memory, but involves a detailed analysis of the rhetorical problem, leading to the construction of a complex hierarchy of goals and sub-goals which guide the selection and construction of ideas to be included in the plan.