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Download full textAllen, Laura K.; Jacovina, Matthew E.; Johnson, Adam C.; McNamara, Danielle S.; Roscoe, Rod D. – Grantee Submission, 2016
Revising is an essential writing process yet automated writing evaluation systems tend to give feedback on discrete essay drafts rather than changes across drafts. We explore the feasibility of automated revision detection and its potential to guide feedback. Relationships between revising behaviors and linguistic features of students' essays are…
Descriptors: Revision (Written Composition), Automation, Writing Evaluation, Feedback (Response)
Direct linkRoscoe, Rod D.; Allen, Laura K.; Johnson, Adam C.; McNamara, Danielle S. – Grantee Submission, 2018
This study evaluates high school students' perceptions of automated writing feedback, and the influence of these perceptions on revising, as a function of varying modes of computer-based writing instruction. Findings indicate that students' perceptions of automated feedback accuracy, ease of use, relevance, and understandability were favorable.…
Descriptors: High School Students, Student Attitudes, Writing Evaluation, Feedback (Response)
Allen, Laura K.; Likens, Aaron D.; McNamara, Danielle S. – Grantee Submission, 2018
The assessment of writing proficiency generally includes analyses of the specific linguistic and rhetorical features contained in the singular essays produced by students. However, researchers have recently proposed that an individual's ability to flexibly adapt the linguistic properties of their writing might more closely capture writing skill.…
Descriptors: Writing Evaluation, Writing Tests, Computer Assisted Testing, Writing Skills
Zhang, Fan; Litman, Diane – Grantee Submission, 2015
This paper explores the annotation and classification of students' revision behaviors in argumentative writing. A sentence-level revision schema is proposed to capture why and how students make revisions. Based on the proposed schema, a small corpus of student essays and revisions was annotated. Studies show that manual annotation is reliable with…
Descriptors: Notetaking, Classification, Persuasive Discourse, Revision (Written Composition)
Roscoe, Rod D.; Snow, Erica L.; McNamara, Danielle S. – Grantee Submission, 2013
This study investigates students' essay revising in the context of an intelligent tutoring system called "Writing Pal" (W-Pal), which combines strategy instruction, game-based practice, essay writing practice, and automated formative feedback. We examine how high school students use W-Pal feedback to revise essays in two different…
Descriptors: Essays, Revision (Written Composition), Intelligent Tutoring Systems, Educational Games
Crossley, Scott A.; Varner, Laura K.; Roscoe, Rod D.; McNamara, Danielle S. – Grantee Submission, 2013
We present an evaluation of the Writing Pal (W-Pal) intelligent tutoring system (ITS) and the W-Pal automated writing evaluation (AWE) system through the use of computational indices related to text cohesion. Sixty-four students participated in this study. Each student was assigned to either the W-Pal ITS condition or the W-Pal AWE condition. The…
Descriptors: Intelligent Tutoring Systems, Automation, Writing Evaluation, Writing Assignments
