Improving the writing skills of college students

Kellogg, Ronald T.; Raulerson, Bascom A.

doi:10.3758/bf03194058

Cited by 162 publications

(122 citation statements)

References 38 publications

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“…Specifically, this excerpt illustrates how cognitive operations can be fostered by the feedback, and how focus on meaning stimulated by the feedback and the scaffolding features can lead to successful revision (note the parts underlined in Figure 3). It has been suggested that the strongest potential benefit of AWE is its ability to support practice, metacognitive control during text production, and learning of strategies that may decrease cognitive load (Deane, 2013;Kellogg & Raulerson, 2007). An understanding of whether and how AWE can foster learners' cognitive activity and metacognitive abilities, and whether practice in this type of technology-rich environment can improve writing competence has not yet been acquired.…”

Section: Figure 2 Principles Of Writing Pedagogy In Rwt's Modulesmentioning

confidence: 99%

Automated Writing Analysis for Writing Pedagogy

Cotos

2015

WAP

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This article aims to engage specialists in writing pedagogy, assessment, genre study, and educational technologies in a constructive dialog and joint exploration of automated writing analysis as a potent instantiation of computer-enhanced assessment for learning. It recounts the values of writing pedagogy and, from this perspective, examines legitimate concerns with automated writing analysis. Emphasis is placed on the need to substantiate the construct-driven debate with systematic empirical evidence that would corroborate or refute interpretations, uses, and consequences of automated scoring and feedback tools intended for specific contexts. Such evidence can be obtained by adopting a validity argument framework. To demonstrate an application of this framework, the article presents a novel genre-based approach to automated analysis configured to support research writing and provides examples of validity evidence for using it with novice scholarly writers. Automated Writing Analysis for writing pedagogy: From healthy tension to tangible prospects Elena Cotos AbstractThis article aims to engage specialists in writing pedagogy, assessment, genre study, and educational technologies in a constructive dialog and joint exploration of automated writing analysis as a potent instantiation of computer-enhanced assessment for learning. It recounts the values of writing pedagogy and, from this perspective, examines legitimate concerns with automated writing analysis. Emphasis is placed on the need to substantiate the construct-driven debate with systematic empirical evidence that would corroborate or refute interpretations, uses, and consequences of automated scoring and feedback tools intended for specific contexts. Such evidence can be obtained by adopting a validity argument framework. To demonstrate an application of this framework, the article presents a novel genre-based approach to automated analysis configured to support research writing and provides examples of validity evidence for using it with novice scholarly writers.

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Section: Figure 2 Principles Of Writing Pedagogy In Rwt's Modulesmentioning

confidence: 99%

Automated Writing Analysis for Writing Pedagogy

Cotos

2015

WAP

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“…determinantes en el aprendizaje de habilidades complejas tales como la escritura de textos argumentativos 14 .…”

Section: N V E S T I G a C I ó Nunclassified

Mejoría en las habilidades de comunicación escrita de estudiantes de medicina: Impacto de un taller de escritura

et al. 2009

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“…Isso se deve, em parte, ao reconhecimento de possí-veis transformações no conhecimento durante a escrita (Bereiter & Scardamalia, 1987;Galbraith, 1999;Kellogg, 1994Kellogg, , 2008Kellogg & Raulerson, 2007). Pouco, entretanto, parece ter sido dito até então sobre a natureza das transformações e do(s) processos que as engendram.…”

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Escrita como fórum dialógico-argumentativo de constituição do conhecimento

Santa-Clara¹,

Leitão²

2011

Psicol. Reflex. Crit.

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ResumoEm grande parte da literatura a escrita é vista como recurso de explicitação de idéias/conhecimento. Pouco, entretanto, se diz sobre seu papel na constituição destas. Contrapondo-se a essa tendência, propõe-se aqui que a escrita, entendida como processo de construção de sentido, possui importante potencial de constituição do conhecimento. Este potencial de construção depende essencialmente de negociações entre o autor e 'vozes' sociais com que dialoga ao escrever. A análise do processo de produção textual de universitários sugere que este se desenvolve no tempo, alternando momentos de estabilidade e variabilidade. Estes últimos se materializam no subprocesso de Revisão Local que, sugerimos, caracteriza-se por negociações dialógico-argumentativas. Propomos ser precisamente nessa argumentatividade inerente à escrita que reside seu potencial epistêmico (constitutivo do conhecimento). Palavras-chave: Argumentação; Constituição do conhecimento; Dialogicidade; Escrita. AbstractMany researchers see writing as a resource that allows the explicitation of ideas/knowledge. Few, however, have addressed its role in the constitution of ideas. We propose that writing (understood as a sensemaking process) has considerable potential in knowledge constitution. This potential depends on negotiations between the author and the social "voices" with which he/she dialogs during text production. An analysis of text production among university students suggests that the process develops over time, alternating between moments of stability and variability. These latter moments materialize in the sub-process of Local Revision, which we suggest is characterized by negotiations of a dialogic-argumentative nature. We propose that the epistemic potential of the writing process resides precisely in the argumentativity inherent to such negotiations.

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Improving the writing skills of college students

Cited by 162 publications

References 38 publications

Automated Writing Analysis for Writing Pedagogy

Automated Writing Analysis for Writing Pedagogy

Mejoría en las habilidades de comunicación escrita de estudiantes de medicina: Impacto de un taller de escritura

Escrita como fórum dialógico-argumentativo de constituição do conhecimento

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