Effects of Hypertext Writing and Observational Learning is an experimental approach that discusses two questionable problems young adolescent writers face. The first “major” problem these young writers face is the inability of knowledge to properly paraphrase paragraphs. The second “major” problem is the lack of linguistic means; in other words, editing and making revisions. After introducing these two problems to the reader, the authors dive into their experiment with evidence from other researchers on how hypertext writing will benefit this generation of young writers.
Instead of relying on this article to answer the multiple questions I had while attempting to comprehend this intense experimental article, unfortunately I had to retrieve my answers from another article that was thoroughly organized and answered the questions I was searching for. After reading this research, it was still unclear what exactly the study entailed and there were also a few terms that the authors did not define, which also made this read a little more difficult to understand.
According to Kimberly Amaral, “hypertext is simply a non-linear way of presenting information rather than reading or learning about things in the order that are set out for us. Readers of hypertext may follow their own path, create their own order– their own meaning out the material [..] this is accomplished by creating ‘links’ between information. These links are provided so that readers may ‘jump’ to further information about a specific topic being discussed.” After reading this definition I was able to have a more clear understanding of the original article presented.
Braaksma, Rijlaarsdam, & van den Bergh were trying to explain how current writing students in a secondary education level are having trouble with previous writing tools concepts that older generations have used for years. They feel as since this generation of writers are more technology enhance, the way they learn in a classroom should reflect in their instruction. Being a young writer of both generations, I find that it is extremely important to incorporate tools and skills that are being discussed and are ‘hip’ in this day in age.
Assisting in private tutoring in writing and other English disciplines, I find that my students need to build that fundamental skill of “old school” writing–the five paragrpah essay. With the basic knowledge they encounter when practicing these important foundations in writing, they will be able to expand their content knowledge, self-efficacy and text quality in other forms of writing including hypertext writing.
In a society where more than half of its audience is online, it is smart to have resources and materials available for them to access with the swipe of a finger. By having students learn through hypertext, you give them the opportunity to learn at their own rate, explore the world further that will eventually enrich their content knowledge and to grow their creativity with the numerous possibilities of how to present their work (263).
Looking past the flaws throughout this experimental article, I agree with Braaksma, Rijlaarsdam, and van den Bergh when it comes to teaching adolescent writers the advantages of hypertext writing. In the long run, this will help them succeed in their future writing assistments and expand their creative minds. Being a teacher is expressing our passion and knowledge with students. Why not give them the opportunity to express their passion and knowledge involving hypertext to the next generation of digital writers.
Work Cited
Amaral, Kimberly. “Hypertext and Writing: An Overview of the Hypertext Medium.” Hypertext
and Writing, Dartmouth.
Audioversity. “What Is Hypertext? Explain Hypertext, Define Hypertext, Meaning of
Hypertext.” YouTube, YouTube, 18 Oct. 2018.
Braaksma, M, Rijlaarsdam, G., & van den Bergh, H. Effects of hypertext writing
and observational learning on content knowledge acquisition, self-efficacy, and text quality: Two experimental studies exploring aptitude treatment interactions. Journal of Writing Research 9.3 (2018): 259-300
Emily Morris 