Pupils are particularly adept at writing run-on sentences. Their writing often seems to be an extended exercise in eternalizing the present tense: ... and then he went ..., and then they took ..., and after that.... Stream of consciousness is, of course, an accepted style of writing, but writing of this sort seems more an exercise in a lack of self-consciousness, an inability to think something through before it gets committed to paper, than a purposeful genre. The use of hypertext can, perhaps, add focus to student writing. If pupils are called upon to identify a particular spot within their writing where a tangential idea should be added, instead of tagging it onto the end of what has so-far been written, this is a way of requiring them to re-read what they have written with a critical eye. Hypertext can be a tool via which pupils can gain a wider perception of what they have written as a coherent whole, rather than as a repository for any new thought that enters their minds.

Go to: Wait a second! Hypertext in the School of Education?, or
Go to: Trying to make some sense out of all this, or
Go to: An introduction to the extroduction, or
Go to: Web Essays - The evolution of a (personal?) medium