{"title":"Knowledge Making and Writing Analytics: MLA Special Session","authors":"A. Gere","doi":"10.37514/jwa-j.2019.3.1.14","DOIUrl":"https://doi.org/10.37514/jwa-j.2019.3.1.14","url":null,"abstract":"","PeriodicalId":92857,"journal":{"name":"The journal of writing analytics","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81910228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"When Scores Do Not Increase: Notes on Quantitative Approaches to Writing Assessment","authors":"L. Rourke, Xuchen Zhou","doi":"10.37514/jwa-j.2019.3.1.12","DOIUrl":"https://doi.org/10.37514/jwa-j.2019.3.1.12","url":null,"abstract":"• Aim: This research note focuses on administering a constructed response test before and immediately after students complete the required First-Year University Writing Seminar (UWS) to assess their ability to incorporate elements of the academic essay into their writing. The institution featured in this note is Brandeis University, a private research university outside of Boston with approximately 3,600 undergraduates. This study analyzes tests of 405 of the 852 incoming students before and after they took the UWS in the 2017-2018 academic year. By analyzing the data using means, paired t-tests, Pearson's tests, Analysis of Variance (ANOVA), and Tukey’s Honestly Significant Difference (HSD) test, researchers sought to identify areas of strength and areas for improvement to better guide writing instructors and curricular change. As we will show, the efficacy of such pretest-posttest designs is complicated by known issues in the design of writing assessment episodes such as ours.","PeriodicalId":92857,"journal":{"name":"The journal of writing analytics","volume":"150 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77429420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"For Whom Do We Make Knowledge and Why? Response to Diane KellyRiley and Mya Poe","authors":"Ellen Cushman","doi":"10.37514/jwa-j.2019.3.1.17","DOIUrl":"https://doi.org/10.37514/jwa-j.2019.3.1.17","url":null,"abstract":"","PeriodicalId":92857,"journal":{"name":"The journal of writing analytics","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84204253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Peer Review in Biology: Of Novices, Experts, and Disciplines","authors":"C. Donahue, L. Foster-Johnson","doi":"10.37514/jwa-j.2019.3.1.06","DOIUrl":"https://doi.org/10.37514/jwa-j.2019.3.1.06","url":null,"abstract":"• Background: In 2015, five institutions with nationally recognized writing programs and STEM disciplines received funding by the National Science Foundation to implement peer review activity in STEM courses. As part of that larger project, this study examined the context and content of peer feedback for entry-level and advanced biology courses and compared the key terms used in these peer reviews to terms used by peer reviewers in chemistry and words identified as “high-quality” by writing experts.","PeriodicalId":92857,"journal":{"name":"The journal of writing analytics","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81469265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Perusall: Harnessing AI Robo-Tools and Writing Analytics to Improve Student Learning and Increase Instructor Efficiency","authors":"A. Walker","doi":"10.37514/jwa-j.2019.3.1.11","DOIUrl":"https://doi.org/10.37514/jwa-j.2019.3.1.11","url":null,"abstract":"• Aim: The data collected by robo-tutor systems can provide human instructors with valuable insights into individual learners’ needs and give them more time and freedom to respond to student writing in ways that are informed by writing analytics and tailored to each “apprentice scholar” (Sommers, 2006). As an example of writing analytics and artificial intelligence (AI) in practice, the author will address significant findings from a research study on the use of Perusall in undergraduate general education writing and literature classes at High Point University. Perusall, a social reading and annotation platform available as a third-party plug-in through most learning management systems (LMS), allows students to annotate readings digitally and share their insights with other students. The platform uses writing analytics to automatically score student annotations, thereby enabling instructors to spend more time engaging students in meaningful conversations about their work. The platform also collects data about student reading and annotation patterns, data that instructors can use to further improve student performance in the classroom.","PeriodicalId":92857,"journal":{"name":"The journal of writing analytics","volume":"201 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79933530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rianne Conijn, Menno van Zaanen, M. Leijten, L. Waes
{"title":"How to Typo? Building a Process-Based Model of Typographic Error Revisions","authors":"Rianne Conijn, Menno van Zaanen, M. Leijten, L. Waes","doi":"10.37514/jwa-j.2019.3.1.05","DOIUrl":"https://doi.org/10.37514/jwa-j.2019.3.1.05","url":null,"abstract":"• Background: The analysis of writing is complex, with planning, translating, and reviewing processes interacting in a non-linear fashion. Intuitively negligible activities such as the revisions of typing errors can have a large influence on the writing process, and hence also on the analysis of writing processes. For the analysis of writing, the importance of these errors and their revisions is twofold. On the one hand, they are low-level, and hence lessimportant types of revision, which we would like to filter, e.g., for more nuanced analyses of revision. On the other hand, typing errors, and especially the revision of typing errors, can (unwillingly) break the (linear) flow in writing. Therefore, it is important to identify these revisions to be able to determine their effect on disfluency and activation of other subprocesses.","PeriodicalId":92857,"journal":{"name":"The journal of writing analytics","volume":"182 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81574275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Modelling Score Variation in Student Writing with a Big Data System: Benefits, Challenges, and Ways Forward","authors":"L. McCallum","doi":"10.37514/jwa-j.2019.3.1.13","DOIUrl":"https://doi.org/10.37514/jwa-j.2019.3.1.13","url":null,"abstract":"• Aim: This theoretically-oriented research note has multiple aims. First, the note sets out approaches to studying the relationship between linguistic features and essay grades and how this has influenced approaches to score modelling in the domain of student university writing. Second, and more pressingly, the note makes the case for this work to continue by scholars questioning how they have gone about uncovering this language use and how they have used this knowledge to construct models of writing assessment and/or model what lies behind assessment scores. As part of this questioning, the note introduces the method of mixed-effects modelling as a robust alternative to traditional linear regression modelling techniques. This method allows us to determine how the use of language influences assessment scores, while taking account of individual writer and rater variables as well as contextual variables that include task and topic in this modelling process. The note encourages this research in the context of a first-year university writing program in a large U.S. university that has currently set up a “big data” text repository system to allow researchers the opportunity to carry out large-scale corpus examinations of language use. The note concludes by outlining some of the key challenges that scholars need to be aware of when undertaking such work.","PeriodicalId":92857,"journal":{"name":"The journal of writing analytics","volume":"108 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83825815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Research in the Teaching of English: From Alchemy and Science to Methodological Plurality","authors":"Mya Poe","doi":"10.37514/jwa-j.2019.3.1.15","DOIUrl":"https://doi.org/10.37514/jwa-j.2019.3.1.15","url":null,"abstract":"","PeriodicalId":92857,"journal":{"name":"The journal of writing analytics","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89041719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}