"Assisting Writers with Assistive Technology"

Maggie Collins

Maggie Collins is earning her Ph.D. in Rhetoric and Writing at Bowling Green State University. Her research interests include writing program administration, writing assessment, and composition pedagogy. Before attending BGSU, she attended DePaul University where she earned her M.A. in Writing, Rhetoric, and Discourse while working at DePaul University’s University Center for Writing-based Learning as a peer writing tutor.

Contents

Introduction

Assistive Technology Overview

Assistive Technology Overview Cont.

Framework for AT in Writers Centers

Focus Group Research

Focus Group Research Cont.

Discussion

Assistive Technology Recommendations

Conclusion

Works Cited

Assistive Technology Recommendations 

Based on the responses from the focus group, this section will consist of recommendations for high-tech and low-tech AT forms that will open tutors’ minds to using AT during appointments via methods they are most likely familiar with: word processing and outlining/brainstorming software.

Word processing systems, like Microsoft Word, are already in most writing centers and many tutors use them during tutorials because some writers bring in digital copies of their drafts. And these systems should continue to be used—they allow individuals to write “without having to be overly concerned with making errors” because the text may be easily corrected before being printed or submitted (Raskind & Higgins, 1998, pg. 29). Word processing systems also permit writers to focus on meaning, making them feel more liberated with their writing because it is not under scrutiny (Raskind & Higgins, 1998). The second high-tech AT that should be in writing centers is outlining or brainstorming software; they help writers unleash ideas and organize them. Programs like Inspiration have graphic competencies that can encourage brainstorming by “enabling the users to create a diagram of their ideas … prior to formulating an outline” (Raskind & Higgins, 1998, pg. 31).

There should also be low-tech forms of AT like highlighters, sticky notes, and rulers to visually stimulate writers in writing centers. Highlighters can color-code an essay making it easier for most people to understand the parts of the draft, which the focus group noted could be done on some word processing systems as well. Also, sticky notes provide an outside area to take notes on, removing the writer from the essay, thereby potentially making the revision process easier. Tutors can use these tools during tutorials to help writers with paper copies of their work. And the tutors in the focus group preferred these tools.

But these recommended forms cater to more visual learners. Catering only to a fraction of learning preferences would result in poor equitable use and flexibility in use in writing centers. Therefore, tutors should have knowledge of speech-to-text and text-to-speech software features to recommend them to writers who prefer oral expression or being read to while they are writing or revising. Knowing how to assist a diverse group of writers with different learning preferences would improve the writing center’s equitable use and flexibility in use. Additionally, suggesting AT for use outside of tutorials exhibits tolerance for error as it may give students as much time as they need to learn how a tool works.

Low-tech tools are the optimal first step for integration into writing centers; they are the most accessible forms of AT. Most people may not have access to high-tech software because it is expensive and therefore is an issue because writers may not be able to access the materials outside of the writing center. Consequently, tutors should be aware of free technologies everyone can access. In “Build an Assistive Technology Toolkit,” Kelly Ahrens (2011), the technology director for the East Providence School District, lists AT tools on Apple computers with OS operating systems: magnification, on-screen keyboard, narrator or voiceover, speech recognition, change text size, personalization, keyboard shortcuts, sticky keys, mouse keys, filter keys, visual and sound notifications, and captions. While all of these will not be used in the writing center, it is good information tutors can possibly share with writers who could benefit from using different forms assistive technology that writers can use inside and outside of their appointments.