Errors occurring because of misheard words and phrasing constitute part of the C-MOC program’s function as a co-writer. Writers’ interaction with C-MOC errors is an essential aspect of how composing behavior changes in this medium. This is because errors have the potential to lead writers to change their original intentions for phrasing and content. The informants’ predominant reaction to errors was to try to fix them and insert the original word or phrase they had intended. However, there are some instances in which errors led to a change in word choice. Chandra, for example, noted her disappointment in having to choose “simpler” words over more complex ones that the program had trouble recognizing.
The word level changes are significant because they demonstrate empirically a difference between dictation and C-MOC. I believe that writers also have to be open to the idea of the computer as a co-writer in order to use errors as a heuristic device. When errors are used to change the content of text, the composition becomes more malleable than it is when typing or dictating to another person. However, when the text is specifically envisioned, as Molly claims hers was, it becomes more difficult for the writer to accept errors as an opportunity for revision.
In this audio clip, Chandra (during her freewrite in which she discussed the movie "The Ring") chooses "discovers" instead of "finds out" because recognition errors. However, subtle changes such as this one in word choice can change the level of formality or tone of a piece, and they will make students reflect on their phrasing.
Transcription: ". . . she finds out . . . she finds out
. . . she discovers . . . that in order . . . to keep the girl . . . to keep the girl . . . from killing you . . . from killing you . . . comma . . . you must make a copy of the tape . . . period.