;[6{

                                                 217








APPENDIX A


                      EDITING COMMANDS, STORIES AND NOTES ON THE CHILDREN




                     This appendix contains:

[48{





[6{a. a summary of commands for the Walter text editor;

[48{





[6{
                     b. copies of stories for study 1 and study 2;

[48{





[6{
                     c. details about the individual children in the two studies;

[48{





[6{
                     d.    the    dribble     file    and    corresponding    writing     from    one    child,    for     one
[48{



[6{
                       study 2 session;[6{

                                                 218
[48{



[6{
                       1. NEW - to write a new story

                     W:  new
STORY:  once upon a time there was a little

                     STORY:  girl called Sally who lived all alone

                     STORY:  in the woods.

                     STORY:
NEW FINISHED

2. SAVE - to save a story.

                     W:   save
NAME OF MEMORY BANK:  story1

                     SAVE FINISHED

3. RECALL - to get a story back from the computer`s memory.

                     W: recall
NAME OF MEMORY BANK:  story1

                     ****************************************************************

                     Once upon a time there was a little girl called Sally who lived

                     all alone in the woods.

                     ****************************************************************


                     4. CHANGE - to make any changes in a story.

                     W:  change
OLD WORDS:  girl
NEW WORDS:  boy
OLD WORDS:
****************************************************************

                     Once upon a time there was a little boy called Sally who lived

                     all alone in the woods.

                     ****************************************************************


                     5. MEMORIES - to see the names of all the stories saved

                     W: memories
YOUR MEMORIES ARE  story1 test


                     6. PRINT - to print out a copy of a story

                     W: recall
NAME OF MEMORY BANK:  story1     (shows story1)

                     W: print
PRINT FINISHED                   (sends story1 to printer)


                                       Figure A-1:   Summary of Walter commands[6{

                                                 219
[48{



[6{STORIES WRITTEN BY THE CHILDREN IN
STUDY 1: CORRECTED VERSIONS

[48{

[6{
                       C.M.

Myself

[48{



[6{My    name    is    Charles.    I    live    at    181    commercial    street.    I    have    a

                              dog called kim. At school I have a guinea pig called busby

[48{



[6{
                       The Ghost.

[48{



[6{At the back  of my house  there is a castle  that is haunted.   It

                              says  that  there  is  a  ghost  at  night,  it  is  to  haunt.  At  night  you

                              can hear noises.

[48{



[6{The Train.

[48{



[6{At the front of my house there is a  railway. At night the train

                              came through my house and the train blew its horn.

[48{



[6{
                       Turtle.

[48{



[6{At      the      university      there      is      a       turtle      that      can      draw       pictures.

                              You    push    some    buttons    like     forward    100    and    backward    150.     The

                              turtle dropped  the pen  on the  board then  it  starts to  draw  the

                              letters

[48{



[6{G.Q.

Myself.

[48{



[6{My       name        is        Gary       Quinn        I        live       at        Broughton        Road.       I        go        to

                              Broughton Primary school.  My mother works  as a designer.My  father

                              works      as       a       shipwright.   Paul       my       Brother      is       at       School.       I       like

                              playing rugby.

[48{



[6{The Swindle.

[48{



[6{Once upon  a  time there  was  Archeology  dig. A  Miss  Wood  was  in

                              charge Bannockburn. A Mr Peacock was helping her.

[48{



[6{
                       Turtle.

[48{



[6{Today  I   drew  a   G  the   directions  are   forward   hundred  left   one

                              hundred and  fity  left ninety  forward  hundred left  ninety  forward

                              twenty left  ninety  forward  ten.    Then  I made  a  Q  the  directions

                              are       forward        hundred        left       ninety        forward        hundred        left        ninety

                              forward       hundred        left        ninety        forward       hundred        left        forty        five

                              forward    twenty    backwards     forty.         You    go     right    100,     then     for-[6{

                                                 220
[48{



[6{
                              wards  fifty  then  backwards  fifty  then  left  ninety,  then   forwards

                              twenty five, backwards fifty

[48{



[6{
                       Blackhand.

[48{



[6{One   night    a    lady    was    sitting    in    her    cottage,    and    she    heard    a

                              scraping noise scrape,  scrape, scrape. She  waited until her  husband

                              came   home    and    told   him    what    had   happened.    He    said   I`ll    have    a

                              look in the  morning. So  in the  morning he  had a look.  And he  saw

                              scratches on the  panes of glass.  So that  night he  stayed at  home

                              with        his        wife.         And        the         black        hand         came        that        night,         scrape,

                              scrape,  scrape,  smash,   he  got   his  axe   and,  and   ran  after  it.      He

                              hit it with his axe, but it moved on.

[48{



[6{
                       J.M.

Hotel.

[48{



[6{My    name    is    John.    I    live    in    a    Hotel.    The    Hotel    is    in    Portobello

                              Portobello   is    a    DUMP.   I    do    not   like    the    Hotel.   My    dog`s    name    is

                              PEPSI she is lovely. She is a Jack Russell.

[48{



[6{
                       Turtle.

[48{



[6{I work  on  a  computer it  was  very  good.  The name  of  computer

                              is  turtle  it  is  funny.     It  has  a   round  cover.  You   can  move  it   all

                              around the board. You have to type it out on a button box.

[48{



[6{
                       The Wreck.

[48{



[6{I  went   on   a   boat   to   a   wreck   it   was  very   dark.   The   boat   was

                              slanted.  It was lying on the rock`s.

[48{



[6{
                       The Scream.

[48{



[6{I live in  a mansion it  was built in  1717 many  people were  killed.

                              I  get   nightmares   this  is   what  the   nightmares  are   all  about.   It   is

                              winter  and   it   it   very  cold   I   always   leave  the   window   open.      The

                              butler  opens   the  door   and  the   man  came   in  and   gave  the   butler

                              some  money   and   shut  the   door   and   the  man   comes   up   the   stair.

                              He   got    to    the   top    of    the   floor    so    I   ran    to   my    room.       I    was

                              watching   the   man   from   my    room   the   man   was    the   doctor   I    was

                              surprised a gasp  come out of  me. He pulled  out a big sharp  knife

                              he went  into my  mum`s room  a squeak  come from  the  floorboards

                              and  then  a  scream  come  from  the  room  there  was  a  big  howl  of

                              wind  I  turned.      The  curtain   wiggled  and   fell  on   the  floor.   I   was

                              going    to    scream    but    I    never.       So    I    went    to    my    mum`s    room    I

                              saw    blood    but    not    my    mum.    I    went    to    my    room    and    I    got    my

                              case and packed and I ran away and I never came back again

[48{



[6{
                       L.B.[6{

                                                 221
[48{



[6{
                       Leon (my cat).

[48{



[6{My    cat    is     very    bad    it    takes    things     out    of    the    bucket     steals

                              fish    from    plates    and    has    very    long     claws    and    fights    with     other

                              cats and does not like milk

[48{



[6{
                       The Roman.

[48{



[6{90    years     ago     in     a     lonely     quarry    in     middleton,     as     work     began,

                              some    workers     at     the    front     were     talking.    Then     some     one     said     I

                              wonder  how  the  old fool  got  on  with  his  ghost  hunting.  They  got

                              to  bottom.      Look   over  there.   There   was   a   body   lay   cut   up.   One

                              of  us  said  hes  wearing  a  brass  skirt.  Hey   hes  a  roman.  They  died.

                              What     about      my     dad.           Look,      here`s     a      note.      Join     the      legion      at

                              midnight.  Then   the  body   came  together.   It  said   hullo   its  me   dad.

                              Remember to be here to night.

[48{



[6{
                       Turtle.

[48{



[6{Left  90  left60  backward  right  120  forward  60  that  is  how   you

                              write  y  on   turtle.  It  is   a  machine  that   can  write  and  draws   and

                              helps you with maths.

[48{



[6{
                       M.W.

Turtle.

[48{



[6{I left the Reading Unit with John and  Gary. We walked past  the

                              museum to  the department  of artificial  intelligence. We  walked  up

                              the     stairs     to      logo,      where     he      is     kept.      I     had      a     sheet      to      copy

                              from,    I    wrote    numbers    like    this    backward    100    right    90    forward

                              50.

[48{



[6{Football.

[48{



[6{It was  nine o`clock  in the  morning. I  was  playing for  the  school

                              football   team.      It   was    6.   0   for   us   Mr   scott   was   pleased   at    us.

                              That  was   a   decider   for  the   league   also   we`re   in   the   Hammy   cup.

                              I`ve scored 16 goals.

[48{



[6{
                       Witches.

[48{



[6{I    saw     a     horror     film,    it     was     about     witches    they     were     casting

                              spells  on  people.    Like  killing  people.  They  did  it  on  friday   nights

                              at      midnight      all      the      time.       One      night      they      got      a      man      and       put

                              needles     in      him      till     he      died      then     they      threw      him     in      a      fire      it

                              burned all night.

[48{



[6{Goals.[6{

                                                 222
[48{



[6{
                            I   can   remember    scoring   against    South   Morningside.       I   scored    4

                              goals      against       them       and      I       scored       a      penalty,       I       scored       a       diving

                              header. The other team did not score any at all.

[48{



[6{
                       N.M.

Turtle.

[48{



[6{I came to  the department of  artificial intelligence and we  went

                              to the logo room and we learnt about  turtle. It draws letter  and

                              shapes.

[48{



[6{Nicky.

[48{



[6{My  name   is   nicholas.   My   dog`s   name   is   lucky.     My   cat`s   name   is

                              smoky.   My   cat   gets   in   fights   and   he   has   a   hurt   paw.   I   take   my

                              dog for walks to the motorway and back.

[48{



[6{
                       John (a ghost story).

[48{



[6{At night I heard sounds upstairs when no body was upstairs, and

                              my nana  lost  her earring  down  the back  of  the fireplace  and  the

                              next day the earring was in the drawer.

[48{



[6{
                       Peter.

[48{



[6{My     uncle     had     a     baby.     It    is     a     he,     5     months     old.     His     name     is

                              Peter.  He is my cousin.

[48{



[6{
                       The Zoo.

[48{



[6{I went to the zoo with Miss Watson`s class and we went by  bus

                              to   the   zoo.      When    we   got   there   we   saw   seals   and   we   went    to

                              the       pheasant.        It       opened        its       feathers        and       people        were        taking

                              photos of  it.  We  went to  reptile  house  and  saw reptiles  then  we

                              went  to  the   bears  and   saw  a   brown  bear   and  we  saw   two   white

                              bears too. We saw birds and fishs and goats.

[48{



[6{
                       S.S.

Horror.

[48{



[6{Today  I  am  watching  the  television.  I  ask  dad  to  watch  the  tv.

                              It   is   on   the    tv   at   7.    15.   And   dad    asks   to   turn    over.   I   ask    to

                              dad  is  it   started.  The  hammer  house  of   horror.  Then  I  turn   over

                              to watch the news starting at 10 o`clock.

[48{



[6{
                       Sue.[6{

                                                 223
[48{



[6{
                            My   name    is   susan.    I   live    at   321    easter    road   edinburgh    my    cat

                              name is peach.  She live at  321 easter road  edinburgh. She plays  in

                              the backgreen

[48{



[6{Turtle.

[48{



[6{Today    I     had     a    shot     of     the    turtle.     I     join    letters     to     make     y

                              then  I   came   to   make   a  story   then   I   get  the   bus   to   the   school

                              in the school I get sewing then dinner time.[6{

                                                 224
[48{



[6{STORIES WRITTEN BY THE CHILDREN IN STUDY 2:
EXAMPLES OF ORIGINALS

[48{

[6{
                       M.A.[6{

                                                 225
[48{



[6{
                       T.E.[6{

                                                 226
[48{



[6{NOTES ON INDIVIDUALS.

[48{

[6{
                       Study 1 - Group 1

This  group  was   generally  the  "least   able"  of   all  four   groups  of   children
[48{



[6{
                       in   the   two   studies.     The   teacher   usually   worked   with   children   of   roughly
[48{



[6{
                       equal ability during  any one session.   She  described this  group as  "hopeless
[48{



[6{
                       cases"  and  was   especially  happy   for  them   to  take  part   in  the  study,   but
[48{



[6{
                       did not anticipate that they would achieve a great deal.  The exception in
[48{



[6{
                       this   group   was   LB.       He   was   more   able    than   the   other   members   but    had
[48{



[6{
                       been        moved        to        the        Reading         Unit        from        his         school        because        of         severe
[48{



[6{
                       behavioural  problems.     It  was   requested  that  he   should  participate  in   the
[48{



[6{
                       first     session      to      see     what      the      others     were      doing.      The      investigator      was
[48{



[6{
                       warned    that     his    behaviour     in    class     was    usually     extremely     disruptive.         No
[48{



[6{
                       problems     had     been     encountered     in     the     Reading     Unit,     however.          As     none
[48{



[6{
                       were  encountered   by   the   investigator   LB   joined  the   group   for   the   whole
[48{



[6{
                       period  of  the  study.  He   was  in  fact  found   to  be  quiet   in  the  first   few
[48{



[6{
                       sessions, and co-operative and sociable thereafter.

[48{





[6{
                     From      observation      of       the      group      and       discussion      with      the      Reading       Unit
[48{



[6{
                       teacher,  informal  assessment  of  ability  of  the  children  was  made.    SS  and
[48{



[6{
                       CM    had    the     greatest    difficulties    in     spelling    and    also     in    reading;    NM     had
[48{



[6{
                       fewer  difficulties  but  was  still  less  able  than  the  children  in  group  2.   LB
[48{



[6{
                       was on  a par  with the  more  able children  in group  2. Note  that this  is  a
[48{



[6{
                       rough comparative judgement.

[48{





[6{
                     The    group     as     a     whole     applied     themselves     to     the     task     of     writing     and
[48{



[6{
                       were    the    least     distracted    of    the    four    groups.         The    following    are     sum-
[48{



[6{
                       maries     of     informal     notes      made     by     the      investigator     whilst     observing      the
[48{



[6{
                       children.

S.S.

[48{





[6{Dysphasic.     Some      words     indecipherable.           Syntax      not     good.           Works      very
[48{



[6{
                       hard,     very     keen.     Missed     two     sessions,     but      this     didn't     appear     to      affect
[48{



[6{
                       work    in    other    sessions.       Got    on    well    with    writing    the    stories    but    made
[48{



[6{
                       lots    of    errors.        Great     difficulty    in    correcting     errors.    Reads    back     "what
[48{



[6{
                       thinks said", not "what actually  wrote". Had difficulty reading.  Coped  with
[48{



[6{
                       using most commands - didn't use capitals or add to stories.


                       C.M.[6{

                                                 227
[48{



[6{
                     Auditory perceptual problems.  Mixes up sounds  a lot -  even gets his  own
[48{



[6{
                       name  wrong.     Works   very  well,  very   keen.  Gets   on  with   stories  when   left
[48{



[6{
                       on     his     own.           Will     guess      spellings.          Lots      of     errors     -      sounds     mixed      up.
[48{



[6{
                       Can't     make      sound-to-letter     correspondence      even     when      word     spelt      aloud.
[48{



[6{
                       Can spot some spelling and syntax errors, but  needs help to correct  them.
[48{



[6{
                       Sometimes     forgets     what      a     word      was     meant      to     be.           O.K.     on      commands,
[48{



[6{
                       except     sometimes     filename     instead     of      command     after     prompt.           Misspells
[48{



[6{
                       commands.  Sometimes uses backspace instead of delete.


                       N.M.

[48{





[6{Enjoys    working,    very    keen.    Works   well    on    his    own.        Also    keen    to    help
[48{



[6{
                       others (too keen sometimes).  Getting better at guessing corrections - can
[48{



[6{
                       usually      spot      errors      fairly      well,       but      difficulty      correcting.            Some       letter
[48{



[6{
                       confusions   -   less   in   later   stages?      Good   grasp   of   commands   -   very    good
[48{



[6{
                       using    'memories','recall','print'    (no    prompting).    Occasionally    too     many
[48{



[6{
                       'returns'.

L.B.

[48{





[6{Very  quick  to   pick  things  up.     Works  well,   but  very   quiet.     Boisterous,
[48{



[6{
                       gregarious,      to      and       from      department       -      subdued       whilst      working.             Asked
[48{



[6{
                       more questions,  more  interaction  during later  sessions.    Spelling  not  bad  -
[48{



[6{
                       perhaps         more         lack          of         practice         and          experience         (and         motivation)          than
[48{



[6{
                       psychological     disorder.          Will     spell     words     aloud     if      asked     to     by     others      -
[48{



[6{
                       more often right than wrong.   Usually guesses spelling of commands  (others
[48{



[6{
                       look   them    up).        Usually   spots    errors    -    good    guesses    at    corrections.    Also
[48{



[6{
                       sometimes     spots     syntax      errors.           Commands     O.K.,      except     forgets      'return'
[48{



[6{
                       after commands.

Study 1 - Group 2

[48{





[6{This   group   was    described    by   the    teacher   as    one   of    the   more    able    of
[48{



[6{
                       the   groups   attending   the   Unit    at   the   time   of   the   study.      All   were    due
[48{



[6{
                       to  move  on  to  secondary  school  the  following  year.    They  were  more  able
[48{



[6{
                       than   the    children    in    group   1,    but    more   easily    distracted.       Both    GQ    and
[48{



[6{
                       MW had  been  reported as  having  behaviour  problems.   In  terms  of  spelling
[48{



[6{
                       ability,       JM        and        GQ        were       seen        as        the        most        able       and        MW        with        more
[48{



[6{
                       difficulties.   The  reading  level of  this  group  appeared to  be  close  to  the
[48{



[6{
                       expected ability for their age.[6{

                                                 228
[48{



[6{
                       G.Q.

[48{





[6{Distracted    easily.     Bright,     but     gets     frustrated    if     things     don't     work     as
[48{



[6{
                       expected,       or        when        he       doesn't        know        what        to       do.     Works        well        when
[48{



[6{
                       working,  interested   in   project,   but   put   off   if  not   succeeding   -   likes   to
[48{



[6{
                       get     things     right.          Spelling     -     usually     able     to     spot     errors,     and     to     make
[48{



[6{
                       some  corrections.    Not  very   keen  on  doing  this  -  needs  prodding   (doesn't
[48{



[6{
                       have   to   read   back   over   work   in   school?).   Keen   to   write   though,    imagina-
[48{



[6{
                       tive.   Fine      on       commands;       copes       with       'change'       with       capitals,       and       with
[48{



[6{
                       adding   to    a    story    using   change    (i.e.    change    last    word    to    last    word    plus
[48{



[6{
                       additional       text).    Interested        in       how        the       computer        works       -        especially
[48{



[6{
                       enjoyed playing with the 'turtle'.


                       M.W.

[48{





[6{Works  hard  for  short  periods,  but  easily  distracted.  Unfortunately,  most
[48{



[6{
                       frequent victim of  machine crashes  - couldn't  log on at  all in one  session.
[48{



[6{
                       Gets     very     frustrated     when     things     don't     work.           Not     as     hard-working      as
[48{



[6{
                       others.   Guesses       quite       difficult       spellings       -       reasonable       success.   Needs
[48{



[6{
                       prompting  to   do   changes,   but  can   guess   which   words   incorrect.      Can   use
[48{



[6{
                       commands     -     changes     capitals     and     punctuation.          Needs     some      prodding     to
[48{



[6{
                       work, but produces reasonable work when tries.


                       J.M.

[48{





[6{Very  patient.  Works  very  well.   Very  highly  motivated.     Will  happily   write
[48{



[6{
                       lots      -      brought       in      story      written       in      class      to       put      on      the      machine       and
[48{



[6{
                       correct.          Asks     lots     of     questions     about     spellings.          Will     make     guesses     at
[48{



[6{
                       which       words       are       wrong,       and       reasonable       guesses       for       corrections       -       not
[48{



[6{
                       always       correct.   Difficulties       in       copying.    Fine       on       commands,        especially
[48{



[6{
                       context for  single  changes,  and  adding  to  stories.   Worked  best  of  group
[48{



[6{
                       2.

Study 2

Group 1

[48{





[6{The     group      comprising      FR,      TE,      DV,      and      DR      were      considered      to      be      of
[48{



[6{
                       moderate  ability  in   comparison  with  other   groups  attending  the  Unit.   They
[48{



[6{
                       were  generally  more  easily  distracted   than  the  children   in  either  group   in
[48{



[6{
                       study  1.    There   was  also  some  friction  within   the  group,  between  FR   and[6{

                                                 229
[48{



[6{
                       the    others     (particularly    TE):     this    added     to    the     distraction.         In     general,
[48{



[6{
                       however,    they    were    interested    in    the    project    (a    newspaper)     and    worked
[48{



[6{
                       well     it.           They     were      particularly     excited      about     the      'letter     writing'      and
[48{



[6{
                       'logo         turtle'         sessions.       Of         the         group,         TE         was         reported         to         be         the
[48{



[6{
                       brightest, but  FR  produced  the  best  work.    DR  experienced  difficulties  in
[48{



[6{
                       both       spelling        and        reading,        but        less        so        than       TE.        DV        had        less        spelling
[48{



[6{
                       difficulties but also experienced reading difficulties.


                       F.R.

[48{





[6{FR    showed     clearly    the     best     spelling    and     wriiting     ability    of     the     group.
[48{



[6{
                       He     was     fairly     articulate     but     somewhat     nervous.          Produced     a     number     of
[48{



[6{
                       noticeable       phonetic        errors.    Frequently        asked        for       help        but        used        the
[48{



[6{
                       computer  to   help   him   when  it   was   suggested   he  should   do   so.     Liked   to
[48{



[6{
                       be  seen   to   be  'working   well'   -  had   an   argument  in   one   session   over   who
[48{



[6{
                       had   written    the   most.       Very   'keen    to   please'.       Didn't    socialise   with    the
[48{



[6{
                       others.  No real difficulty with using the computer though had a  tendency
[48{



[6{
                       to panic when asked to repeat a command after a mistype.


                       D.R.

[48{





[6{Did not make so many errors in writing but tended to select easy words
[48{



[6{
                       and use simpler sentence structures.  Usually worked on his own and  didn't
[48{



[6{
                       ask   for   help:   generally    lost   attention   when   he   did    not   get   the   word    he
[48{



[6{
                       wanted.      More   limited    vocabulary   then   TE    or   FR.       Missed   a   large    number
[48{



[6{
                       of  sessions  due   to  school  commitments.     No  difficulty  using  the   computer
[48{



[6{
                       (very good with logo turtle).


                       T.E.

[48{





[6{Least able spelling but most ambitious in words attempted.  Tendency  to
[48{



[6{
                       mix-up and  omit  sounds. Difficulty  thinking  'what to  write', tried  to  avoid
[48{



[6{
                       writing     generally      -      compensated      verbally!           Almost      hyper-active.      Keen      to
[48{



[6{
                       distract    attention    from     writing    by     telling    long     and    involved    stories.     Ap-
[48{



[6{
                       parently    very     bright    (very     articulate)    but     teacher     reported    that     it     was
[48{



[6{
                       very  difficult   to   get  him   to   do  anything.      Some  difficulty   'reading   back'
[48{



[6{
                       his     own      stories.      Made      a      good      approximation      to      some      difficult      spellings.
[48{



[6{
                       Often tried 'dictating back to him' what he wanted to say in writing.


                       D.V.[6{

                                                 230
[48{



[6{
                     Less severe  spelling  difficulties  than DR  but  problems  with  pronunciation.
[48{



[6{
                       Fairly      easily      distracted      (by      TE).            Tendency       to      ask      for      confirmation       of
[48{



[6{
                       words  especially  when   using  lookup.  If   told  "It's  up   to  you  to  decide"   he
[48{



[6{
                       was   able   to   do    so.      Some    reading   difficulties.   Sociable.    Keen   to   use    the
[48{



[6{
                       computer.

Group 2

[48{





[6{This    was    the    group    of    most    intelligent    children    attending     the    Unit    at
[48{



[6{
                       the   time   of    the   study.       All   had   very    high   IQ's.   Oldest    group   -   aged    11
[48{



[6{
                       and 12 years.  They worked on a project  about the A.I. Department, which
[48{



[6{
                       they  all  took   very  seriously.     They  usually  started   writing  and  checking   as
[48{



[6{
                       soon  as   they   got   into   the  terminal   room.      ST  was   reported   to   have   the
[48{



[6{
                       highest   IQ    of    the   4.        He   had    the    most   difficulty    with    writing    including
[48{



[6{
                       very     poor     handwriting.         GR,     however,     had     the     most     severe     spelling     dif-
[48{



[6{
                       ficulties   of    those   in    the   group.       DI    and    MA   produced    the   best    text    in
[48{



[6{
                       terms of  content,  vocabulary,  style and  spelling.    All  tended to  wait  while
[48{



[6{
                       each word was being checked  and were a little  frustrated by the  slowness
[48{



[6{
                       of  the  system.    The  more  extensive  vocabulary  of  this  group  caused  more
[48{



[6{
                       words to be 'not found' in the dictionary.


                       M.A.

[48{





[6{Made   notes    before    writing    some    pieces.        Confident    and    well-motivated;
[48{



[6{
                       articulate        and        sociable.     Knew         fairly        accurately        which        words        she         had
[48{



[6{
                       misspelt     and      also      had      some      idea      of      possible      corrections.            No      apparent
[48{



[6{
                       reading      disability.      Worked       hard      at      writing       and      improving      text.      Did       not
[48{



[6{
                       restrict  what   she   wrote   to   what   she   could   spell.      Concerned   to   be   able
[48{



[6{
                       to use  words  she  wanted -  used  the  checker to  check  them.   Tended,  as
[48{



[6{
                       DI, to check words before she wrote them.


                       S.T.

[48{





[6{Very articulate but less keen to write.   Often stuck for ideas.  Tendency
[48{



[6{
                       to  play  with  the  computer.    Familiar  with  computers.   Sat  and  did  nothing
[48{



[6{
                       for      parts      of      some      sessions.            Very      immature      handwriting      and      syntax       in
[48{



[6{
                       written text.    In  cases where  he  thought  a word  was  correct but  it  was
[48{



[6{
                       not      offered,       he       tended       to       add       it       himself       and       then       'confirm       it       was
[48{



[6{
                       correct'   by   re-checking    it!   Did   proof-read    and   correct   text   for    putting
[48{



[6{
                       in the project publication. Most easily distracted of the group.[6{

                                                 231
[48{



[6{
                       D.I.

[48{





[6{As    MA    tendency    to    check    spelling    before    writing     word.        Also,    able     to
[48{



[6{
                       detect words  spelt  incorrectly.    Quiet,  slightly withdrawn.  Did  not  ask  for
[48{



[6{
                       help    often.         Developed    strategy    of     checking    spelling    by     using    lookup:     if
[48{



[6{
                       the      word       was       correct       it      was       confirmed       by       the       definition;      if       it       was
[48{



[6{
                       incorrect      or      absent       he      used       the      spelling       checker.             He      was       using       the
[48{



[6{
                       program       very       much        as       an       on-line        dictionary.   Apparently       absent        from
[48{



[6{
                       school a lot due to health problems.


                       G.R.

[48{





[6{Most  difficulties   of   this   group.     Also,   least   articulate   and   least   socially
[48{



[6{
                       competent.     Difficult   to  follow   his   text  -   tended  to   be  a   bit   confused.
[48{



[6{
                       Also   found    difficulty   in    translating    directions   with    the    logo   turtle.        Had
[48{



[6{
                       to      be      prompted      on      words      to      check      in      proof-reading.       Chatted      to      the
[48{



[6{
                       investigator        and         others         in         the         group         whilst         writing:         perhaps         wanting
[48{



[6{
                       attention. No particular difficulties using the computer.[6{

                                                 232
[48{



[6{
                          AN EXAMPLE DRIBBLE FILE AND CORRESPONDING WRITING FROM

                                         F.R. FOR ONE STUDY 2 SESSION

[48{

[6{
                       Dribble file

{Notes:       spacing       used        to       present       the       text        on       the       screen       has        been
[48{



[6{
                       removed here to reduce the length of the example}


                       Script started on Wed Jun  1 08:52:30 1983


                     % spellprog.o
type in filenames as requested - type "no" to stop

                     name of file to be used

                     horrordict
another file?
generaldict
another file?
no
dictionary set up
dictionaries set up
weights assigned


Please type your first name and then press the RETURN button

                     francis

Hello,francis
Welcome to the spelling checker


                     w:check
What word do you want to check?

                     w:finges

Wait a minute while I check it

                     It could be
     things
finish
friends
find

If you want to look up the meaning of one of these words

                      then type "lookup" after the w:

                     w:checkfingers

Sorry, I cannot do that command

                     I can check or look up a word

                     w:check
What word do you want to check?

                     w:fingers

Wait a minute while I check it

                     It could be
     things
finish
fire
first[6{

                                                 233
[48{



[6{
                       If you want to look up the meaning of one of these words

                      then type "lookup" after the w:

                     w:lookup                   {lookup used by investigator
to check if word in dictionary}

                     Which word do you want to look up in the dictionary?

                     w:fingers
fingers
= is not in the dictionary


                     w:check
What word do you want to check?

                     w:eys

Wait a minute while I check it

                     It could be
     eyes
yes
easy
eye

If you want to look up the meaning of one of these words

                      then type "lookup" after the w:

                     w:check
What word do you want to check?

                     w:scelletn

Wait a minute while I check it

                     It could be
     skeleton
called
cellar
collect


                     If you want to look up the meaning of one of these words

                      then type "lookup" after the w:

                     w:check
What word do you want to check?

                     w:gostst

Wait a minute while I check it

                     It could be
     ghosts
ghost
gets
guts

If you want to look up the meaning of one of these words

                      then type "lookup" after the w:

                     w:check
What word do you want to check?

                     w:bodys

Wait a minute while I check it

                     It could be
     body
bodies[6{

                                                 234
[48{



[6{bodyless
boy

If you want to look up the meaning of one of these words

                      then type "lookup" after the w:

                     w:check
What word do you want to check?

                     w:tery

Wait a minute while I check it

                     It could be
     terry
try
they
there


                     If you want to look up the meaning of one of these words

                      then type "lookup" after the w:

                     w:check
What word do you want to check?

                     w:bloud

Wait a minute while I check it

                     It could be
     blood
bloody
blue
bolted


                     If you want to look up the meaning of one of these words

                      then type "lookup" after the w:

                     w:check
What word do you want to check?

                     w:francis

Wait a minute while I check it

                     It could be
     francis
friends
front
finish


                     If you want to look up the meaning of one of these words

                      then type "lookup" after the w:

                     w:check
What word do you want to check?

                     w:murderd

Wait a minute while I check it

                     It could be
     murder
murderer
murderous
more

If you want to look up the meaning of one of these words[6{

                                                 235
[48{



[6{
                      then type "lookup" after the w:

                     w:rd:check
Sorry, I cannot do that command

                     I can check or look up a word

                     w:check

What word do you want to check?

                     w:througt

Wait a minute while I check it

                     It could be
     through
thought
though
that

If you want to look up the meaning of one of these words

                      then type "lookup" after the w:

                     w:check
What word do you want to check?

                     w:throgt

Wait a minute while I check it

                     It could be
     through
thought
though
that

If you want to look up the meaning of one of these words

                      then type "lookup" after the w:

                     w:check
What word do you want to check?

                     w:throght

Wait a minute while I check it

                     It could be
     thought
through
though
fright


                     If you want to look up the meaning of one of these words

                      then type "lookup" after the w:

                     w:check
What word do you want to check?

                     w:sore

Wait a minute while I check it

                     It could be
     sure
some
so
corner


                     If you want to look up the meaning of one of these words[6{

                                                 236
[48{



[6{
                      then type "lookup" after the w:

                     w:checkcheck
Sorry, I cannot do that command

                     I can check or look up a word

                     w:check
What word do you want to check?

                     w:sour

Wait a minute while I check it

                     It could be
     sure
so
shout
sound


                     If you want to look up the meaning of one of these words

                      then type "lookup" after the w:

                     w:check
What word do you want to check?

                     w:souw

Wait a minute while I check it

                     It could be
     slow
cow
saw
shout


                     If you want to look up the meaning of one of these words

                      then type "lookup" after the w:

                     w:check,
Sorry, I cannot do that command

                     I can check or look up a word

                     w:check

What word do you want to check?

                     w:opend

Wait a minute while I check it

                     It could be
     opened
open
opens
opening


                     If you want to look up the meaning of one of these words

                      then type "lookup" after the w:

                     w:goodbay

Sorry, I cannot do that command

                     I can check or look up a word

                     w:goodbye

Goodbye,francis
%
%[6{

                                                 237
[48{



[6{
                       Original[6{

                                                 238
[48{



[6{
                       Final Version

[48{





[6{I   was    walking    along    the    road    looking    for    a    house    when    I    saw    lots    of
[48{



[6{
                       fingers      and      eyes       looking      at      me.             I      began       to      run      but       then      I      saw       a
[48{



[6{
                       skeleton  in   front  of   me.  I   screamed  and   then   I  fell.   Then   I  saw   lots   of
[48{



[6{
                       ghosts around  me.  Then I  saw  a house  and  I rung  the  bell. Then  the  door
[48{



[6{
                       opened. Then I  saw guts, it  was very smelly.  I saw  dead bodies  so I  called
[48{



[6{
                       Terry . Terry came.  He said he had found blood we went up to the room
[48{



[6{
                       where  it   was   found.  I   touched   the   wall.  Suddenly   my   hand   went   through,
[48{



[6{
                       then  we   heard  foot   steps.  Then   terry  fell.      He  was   murdered.  There   was
[48{



[6{
                       blood  running  from   his  face.     So   I  ran   out  of  the   house,  up   the   street
[48{



[6{
                       and called the police.[6{

                                                 I








TABLE OF CONTENTS




                       Appendix A. Editing commands, stories and notes on the children            217[6{

                                                         II








LIST OF FIGURES




                          Figure A-1:   Summary of Walter commands              218