Keywords

speech-recognition, writing process, natural speech rhythms

Abstract

Individual writing conferences—whether in writing centers or as extensions of composition classroom instruction—presume that talk about writing improves students’ writing. Composition scholars have discussed the benefits of prewriting or revising using speech. For instance, Leander and Prior (2004) have show how such conversations between students and teachers make their way into students’ writing. Woerkum (2007) has likewise demonstrated how considering readers’ oral responses can help technical writers integrate natural speech rhythms into their revisions. Elbow (2012) suggests these natural speech rhythms can mitigate several difficulties of writing, from prewriting to revision.