Abstract
Four advanced English as a Second Language (ESL) writers enrolled in a second-semester university composition class were observed while they used a computer to write and revise a paper on an assigned topic. The writers were selected for English proficiency (high vs. low) and computer writing experience (one semester vs. two or more semesters). Each student was videotaped for two sessions of writing and revising the paper. The tapes were transcribed and scored using an adaptation of the categories described by Faigley and Witte (1984). The results indicated that experience with the computer was a stronger factor than writing proficiency in determining computer writing strategies. The two inexperienced computer users spent less time revising, made more surface changes, and used the computer functions less than the experienced computer users. In posttaping interviews, the experienced users also showed a greater concern for content than did the inexperienced users, who indicated apprehension about using the computer and concern for correctness.
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