ABSTRACT
For the majority of people who use computers, the word processor is invaluable when engaging with the writing process. Some of the clear advantages are the possibility of editing on screen; trying out words and changing the order of sentences. Mistakes no longer mean a complete rewrite as documents can be saved, loaded and edited quickly and efficiently. Multiple copies can be printed, even after some time has elapsed since the document was first created. Handwriting which may otherwise be difficult to read is suddenly transformed into clear and legible print. Furthermore, images, diagrams, graphs and tables can be incorporated within a document to provide further information and enhance the overall content. In 1988, the Kingman Report acknowledged the potential of the word processor and noted that ‘its ability to shape, delete and move text around provides the means by which pupils can achieve a satisfactory product’ (DfES 1988: 37). This chapter considers how word processing can support children, from nursery and throughout the primary school, as they grapple with the complexities of becoming a writer. Somewhere along the line, learners will shift from learning how to use a word processor to actually using a word processor proficiently and competently.
