Abstract
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 contexts: a typical approach that emphasizes intensive writing practice, and an alternative approach that offers less writing practice with more direct strategy instruction. Results indicate that students who wrote fewer essays, but received W-Pal strategy instruction, were more likely to make substantive revisions that implemented specific recommendations conveyed by the automated feedback. Additional analyses consider the role of motivation and perceived learning on students’ revising behaviors.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Deane, P., Odendahl, N., Quinlan, T., Fowles, M., Welsh, C., Bivens-Tatum, J.: Cognitive models of writing: writing proficiency as a complex integrated skill. Technical Report No. RR-08-55, Educational Testing Service (2008)
Flower, L., Hayes, J.: A cognitive process theory of writing. College Composition and Communication 32, 365–387 (1981)
Fitzgerald, J.: Research on revision in writing. Review of Educational Research 57, 481–506 (1987)
Bridwell, L.: Revising strategies in twelfth grade students’ transactional writing. Research in the Teaching of English 14, 197–222 (1980)
Crawford, L., Lloyd, S., Knoth, K.: Analysis of student revisions on a state writing test. Assessment for Effective Intervention 33, 108–119 (2008)
Sommers, N.: Revision strategies of student writers and experienced adult writers. College Composition and Communication 31, 378–388 (1980)
McNamara, D., Raine, R., Roscoe, R., Crossley, S., Jackson, G., Dai, J., Cai, Z., Renner, A., Brandon, R., Weston, J., Dempsey, K., Carney, D., Sullivan, S., Kim, L., Rus, V., Floyd, R., McCarthy, P., Graesser, A.: The Writing Pal: natural language algorithms to support intelligent tutoring of writing strategies. In: McCarthy, P.M., Boonthum-Denecke, C. (eds.) Applied Natural Language Processing and Content Analysis: Identification, Investigation, and Resolution, pp. 298–311. IGI Global, Hershey (2012)
Roscoe, R., Varner, L., Weston, J., Crossley, S., McNamara, D.: The Writing Pal intelligent tutoring system: usability testing and development. Computers and Composition (in press)
McNamara, D., Crossley, S., Roscoe, R.: Natural language processing in an intelligent writing strategy tutoring system. Behavior Research Methods (2012), doi:10.3758/s13428-012-0258-1
Butler, J., Britt, M.: Investigating instruction for improving revision of argumentative essays. Written Communication 28, 70–96 (2011)
Midgette, E., Haria, P., MacArthur, C.: The effects of content and audience awareness goals for revision on the persuasive essays of fifth- and eighth-grade students. Reading and Writing 21, 131–151 (2008)
Dikli, S.: An overview of automated scoring of essays. Journal of Technology, Learning, and Assessment 5 (2006), http://www.jtla.org
Shermis, M., Burstein, J.: Automated essay scoring: a cross-disciplinary perspective. Erlbaum, Mahwah (2003)
Grimes, D., Warschauer, M.: Utility in a fallible tool: a multi-site case student of automated writing evaluation. Journal of Technology, Learning, and Assessment 8 (2010), http://www.jtla.org
Warschauer, M., Ware, P.: Automated writing evaluation: defining the classroom research agenda. Language Teaching Research 10, 1–24 (2006)
Burstein, J., Chodorow, M., Leacock, C.: Automated essay evaluation: the Criterion online writing system. AI Magazine 25, 27–36 (2004)
Attali, Y.: Exploring the feedback and revision features of Criterion. Paper Presented at the National Council on Measurement in Education, San Diego (April 2004)
de la Paz, S., Graham, S.: Explicitly teaching strategies, skills, and knowledge: writing instruction in middle school classrooms. Journal of Educational Psychology 94, 687–698 (2002)
Pajares, F., Johnson, M., Usher, E.: Sources of writing self-efficacy beliefs of elementary, middle, and high school students. Research in the Teaching of English 42, 104–120 (2007)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Roscoe, R.D., Snow, E.L., McNamara, D.S. (2013). Feedback and Revising in an Intelligent Tutoring System for Writing Strategies. In: Lane, H.C., Yacef, K., Mostow, J., Pavlik, P. (eds) Artificial Intelligence in Education. AIED 2013. Lecture Notes in Computer Science(), vol 7926. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-39112-5_27
Download citation
DOI: https://doi.org/10.1007/978-3-642-39112-5_27
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-39111-8
Online ISBN: 978-3-642-39112-5
eBook Packages: Computer ScienceComputer Science (R0)