Grammar Checkers: Programs That May Not Enhance Learning

Fischer, Rick; Grusin, Elinor Kelley

doi:10.1177/107769589304700403

Cited by 7 publications

(1 citation statement)

References 13 publications

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“…36 Traditional grammar checkers have also been said to "detract from learning" because of the numerous errors the software does not detect. 37 In the 1980s, Indiana University tested the Language Arts Routing System (LARS) on both English and journalism students. Of the journalism students, one section used computer-assisted instruction (CAI) while the other did not, and none of the instructors addressed grammar in the classroom.…”

Section: Online Grammar Instructionmentioning

confidence: 99%

The Journalism Writing Course

Moore

Jones

2014

Journalism & Mass Communication Educator

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This study examined introductory journalism writing courses and compared hybrid (part online/part classroom) versus online grammar instruction. The hybrid structure allowed for grammar topics to be taught online, with a pretest following, and then reviewing missed/difficult pretest concepts in class prior to a posttest. The quasiexperimental separate-sample pretest-posttest research design spanned four semesters and included data from 567 students. Although differences emerged between hybrid and online regarding different grammatical concepts, overall results indicated that student grammar scores improved regardless of teaching method. However, students in the hybrid course were significantly more satisfied with overall media writing skills acquired than were online students.While recent research suggests that the skills needed to survive in today's multimedia journalism industries have changed, one thing remains the same-the need for skills in grammar, spelling, and punctuation. 1 In the early eighties and nineties, journalism schools were instructed to increase the number of hours spent teaching these skills as students often entered the workforce unprepared due to lack of emphasis journalism schools placed on grammar and writing. 2 Almost two decades later, this trend has continued. The

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Section: Online Grammar Instructionmentioning

confidence: 99%

The Journalism Writing Course

Moore

Jones

2014

Journalism & Mass Communication Educator

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Computerized grammar checkers 2000: capabilities, limitations, and pedagogical possibilities

Vernon

2000

Computers and Composition

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Dense and Disconnected: Analyzing the Sedimented Style of ChatGPT-Generated Text at Scale

Markey,

Brown,

Laudenbach

et al. 2024

Written Communication

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ChatGPT and other LLMs are at the forefront of pedagogical considerations in classrooms across the academy. Many studies have spoken to the technology’s capacity to generate one-off texts in a variety of genres. This study complements those by inquiring into its capacity to generate compelling texts at scale. In this study, we quantitatively and qualitatively analyze a small corpus of generated texts in two genres and gauge it against novice and published academic writers along known dimensions of linguistic variation. Theoretically, we position and historicize ChatGPT as a writing technology and consider the ways in which generated text may not be congruent with established trajectories of writing development in higher education. Our study found that generated texts are more informationally dense than authored texts and often read as dialogically closed, “empty,” and “fluffy.” We close with a discussion of potentially explanatory linguistic features, as well as relevant pedagogical implications.

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Grammar Checkers: Programs That May Not Enhance Learning

Cited by 7 publications

References 13 publications

The Journalism Writing Course

The Journalism Writing Course

Computerized grammar checkers 2000: capabilities, limitations, and pedagogical possibilities

Dense and Disconnected: Analyzing the Sedimented Style of ChatGPT-Generated Text at Scale

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