HYPERTEXT '89 Proceedings of the second annual ACM conference on Hypertext
Seesoft-A Tool for Visualizing Line Oriented Software Statistics
IEEE Transactions on Software Engineering - Special issue on software measurement principles, techniques, and environments
TileBars: visualization of term distribution information in full text information access
CHI '95 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
The Notes program: a hypertext application for writing from source texts
HYPERTEXT '87 Proceedings of the ACM conference on Hypertext
A hypertext writing environment and its cognitive basis (panel session)
HYPERTEXT '87 Proceedings of the ACM conference on Hypertext
Proceedings of the thirteenth ACM conference on Hypertext and hypermedia
The Myth of the Paperless Office
The Myth of the Paperless Office
The New Review of Hypermedia and Multimedia - Special issue: Scholarly hypermedia
Fingerprint matrices: uncovering the dynamics of social networks in prose literature
EuroVis '13 Proceedings of the 15th Eurographics Conference on Visualization
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This paper focuses on the cognitive support of the revising activities of writing, especially the global revising activity. Most of previous writing support systems emphasize the support of content generating activities. As for revising, some of these systems have provided automatic spell check and grammar check features. However, revising should not be confined only to these local superficial changes. In this paper, we aim to support the revising activities through providing a new visualization and interaction that encourages writers to revise globally. We have built a system called Writing Blocks to confirm the feasibility of our approach. Our preliminary user study, which was conducted with three subjects, helped us to gain a perspective on the effectiveness of our approach especially in supporting revising scenarios such as the revising of scripts for time-restricted presentations and the revising of global usage of terms in long documents according to their contexts.