Another representation supported by digital media is the direct recording of speech and sound.

For students who have difficulty with text, the composition process is supported by recording words and sentences digitally, playing them back, and editing them with a sound-editing program. Sound-editing software displays the wave form of the sentence, which can also be played back, edited, and revised. In the example of the nursery rhyme above, students could record the original poem, then revise the sound wave to create new versions. Figure 8 shows the recorded sound wave and corresponding words from first two lines of the poem, both the original and revised versions.

By highlighting the segment of the wave representing the words they wish to edit, students can delete words and play the line back without them, or add new words at appropriate places and play the line back in its revised form. Or they can rerecord the entire line with a change of inflection and expression to support the new version.

This approach supports students in the exploration of language, enabling them to vary the intonation, rhythm, and content of compositions. The option of working with digitized speech benefits students who have difficulty with spelling or with production of text. They often find it helpful to compose and revise first using digital sound, then generate text when the composition is refined. Because they can be incorporated into multimedia compositions and projects as part of a dramatic production, digitized speech and sound also support the development of alternative formats for students to demonstrate their work and build portfolios.

The examples above don't require state-of-the-art technologies. Instead they use common applications such as word processing and sound editing software. Developers of curriculum are only beginning to utilize the great flexibility and power of new media.