Studies in word processing

Since 1981, several studies have appeared that attempt to assess the effects of word processing and computers on the composing and revising strategies of various groups of writers. To realize the inroads that have been made in this research, we need only consider the following projects: (a) Collier's (1982, 1983) case studies of four nursing students; (b) Bridwell, Johnson, and Brehe's (in press) case studies of eight published writers; (c) Daiute's (1984, 1985, 1986) work with junior high students; (d) Bridwell, Sire, and Brooke's (1985) case-study investigation of five college students in upper-division writing classes; and (e) Lutz's (1983) seven case studies of experienced and professional writers. Despite emphasizing students, their writing, and computers, these and other studies are decidedly different in research design, in method of data collection, in variables examined, and in the analysis of data. Yet they are frequently cited as though they are comparable. We read, for example, that in Collier's (1983) study