Online tutor for research writing

Ramaswamy, Nandhini

doi:10.31274/etd-180810-2048

Cited by 3 publications

(3 citation statements)

References 35 publications

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“…Previous research has investigated the efficacy of the RWT from a variety of perspectives, including its usability and usefulness (Ramaswamy, 2012), the fit of its features for students with specific learner characteristics (Cotos & Huffman, 2013), the performance of the feedback engine (Cotos & Pendar, 2016), and students' use of corpus-based features in the Explore Published Writing module for acquiring RA genre knowledge through data-driven learning tasks. These are just some of those (Cotos et al, 2017a).…”

Section: Empirical Researchmentioning

confidence: 99%

Understanding the impact of the research writing tutor on graduate writers during revision

Bhrahmbhatt¹

2019

EDU

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The acquisition of this knowledge is necessary to teach the skill of written scientific communication, which is a difficult task that calls for familiarity with the writing standards prevalent in a certain area of research. This is an element that is not optional at all when it comes to the process of writing in the scientific field. If you want to accomplish this objective, you will need to commit a considerable portion of your time to work toward it. Only then can you hope to be successful. After then, and only then, can you have any possibility of achieving success. As a direct result of the rapid technological advancement, beginner research writers can now incorporate activities in digital writing environments suitable for the conventions of scientific writing in several fields. These activities can now be included in the lessons taught to beginner research writers. This is something that was before outside the realm of possibility. These exercises are appropriate for conforming to the requirements of scientific writing in a broad number of specialized disciplines, including but not limited to the following: This demonstrates that teachers can begin working immediately to improve not only the lessons they teach but also their methods of instruction for those lessons. This category may include a wide range of activities, some examples of which include automated citations, collaborative writing, and peer editing of one another's work. These are just a few things that may fall into this category. One of these programs currently being made accessible to users is the Research Writing Tutor, abbreviated as RWT for simplicity (RWT). Students will obtain a more in-depth grasp of the form of writing that is referred to as the research article once they have completed this course, which is based on an integrated theoretical framework. As a direct result of the class, students who take this class will acquire more understanding regarding the type of writing known as the research article. They will also improve their talents in writing research-based articles. In addition, students will get a more in-depth grasp of the genre of the research paper. One of its modules was developed to make it easier for users to edit their work by giving them access to several automated feedback and scaffolding options adapted to various subject areas and types of writing. This was accomplished by providing users with various automated feedback and scaffolding options adapted to various topic areas and types of writing. This was made possible by providing users with access to various feedback and scaffolding choices specifically for a wide variety of subject areas and forms of writing. Specifically, this module was developed to make it simpler for users to edit their work by work by providing several automatic feedback and alternative scaffolding options. This was accomplished by creating a module constructed specifically for this purpose. This was made possible by designing the module in a way that allowed users to have access to it. Users will have an easier time altering their work due to the development of this module, which will make it easier for them. This was done to complete the editing process in a shorter period and successfully. In this study, we investigate whether or not the RWT's characteristics impact revision while using this tool module and, if so, how that effect expresses itself. Additionally, if the RWT's qualities affect revision, we investigate how that effect shows itself. If there is an effect, we will also investigate the characteristics of that effect. In order to be more specific, we look at how these consequences present themselves in one way or another. In addition, we investigate the several potential processes that may be responsible for the manifestation of such an effect. The purpose of this research is to acquire a more in-depth comprehension of the dynamics at play in the interactions between a diverse collection of eleven authors who are currently enrolled in graduate school and the RWT features, which have the potential to facilitate improved text modification and revision processes. The authors come from a variety of academic backgrounds and fields of study. The writers of this paper come from a wide range of academic disciplines, and they are all now pursuing Ph.D. degrees in their respective fields. Eleven people with various educational experiences and backgrounds have freely offered their time and expertise to this research initiative. These people are all graduates of a wide range of educational institutions. The inquiry is carried out with the help of cognitive writing modeling. The results of activities carried out in groups are also examined as a component of the investigation. The findings indicate a strong probability that an automatic feedback system may encourage writers to participate in metacognitive thinking when they update their work. This is indicated by the fact that there is a strong probability that there is a The fact that there is a strong probability that The fact that there is strong chance that this possibility is a reality lends credence to the argument that it truly does exist in some form or another. Specifically, it lends credibility to the claim that there is a good likelihood that this possibility is a reality. This may be demonstrated by considering the likelihood that this technological advancement will be used in the foreseeable future. This study contributes to the theory of cognitive writing models by drawing attention to the increasing importance that digital environments play in writing practices and by putting light on the potential of automated tools being utilized to help train genre-based writing... Specifically, the findings of this study bring to light the increasingly important part that digital surroundings play in various writing processes.

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Section: Empirical Researchmentioning

confidence: 99%

Understanding the impact of the research writing tutor on graduate writers during revision

Bhrahmbhatt¹

2019

EDU

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“…A study by Ramaswamy (2012) examined perceived usability and usefulness of RWT's Feedback and Demonstration Modules, as well as the level of trust depending on the context of use. Three groups of graduate students were surveyed: one group consisted of 9 students enrolled in a graduate writing course, the second group consisted of 24 students who participated in a month-long series of research writing seminars, and the third group consisted of 6 students who had never received any formal instruction in research writing.…”

Section: Utilitymentioning

confidence: 99%

Computer-Assisted Research Writing in the Disciplines

Cotos¹

2016

Adaptive Educational Technologies for Literacy Instruction

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It is arguably very important for students to acquire writing skills from kindergarten through high school. In college, students must further develop their writing in order to successfully continue on to graduate school. Moreover, they have to be able to write good theses, dissertations, conference papers, journal manuscripts, and other research genres to obtain their graduate degree. However, opportunities to develop research writing skills are often limited to traditional student-advisor discussions (Pearson & Brew, 2002). Part of the problem is that graduate students are expected to be good at such writing because if they "can think well, they can write well" (Turner, 2012, p. 18). Education and academic literacy specialists oppose this assumption. They argue that advanced academic writing competence is too complex to be automatically acquired while learning about or doing research (Aitchison & Lee, 2006). Aspiring student-scholars need to practice and internalize a style of writing that conforms to discipline-specific conventions, which are norms of writing in particular disciplines such as Chemistry, Engineering, Agronomy, and Psychology. Motivated by this need, the Research Writing Tutor (RWT) was designed to assist the research writing of graduate students. RWT leverages the conventions of scientific argumentation in one of the most impactful research genres -the research article. This chapter first provides a theoretical background for research writing competence. Second, it discusses the need for technology that would facilitate the development of this competence. The description of RWT as an exemplar of such technology is then followed by a review of evaluation studies. The chapter concludes with recommendations for RWT integration into the classroom and with directions for further development of this tool. Disciplines Early Childhood Education | Educational Technology | English Language and Literature | Language and Literacy Education | Technical and Professional Writing CommentsThis is an Accepted Manuscript of a book chapter published by Routledge in Adaptive Educational

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“…As seen in Table 2.13, most AWE tools focus on various genres of essays except the Research Writing Tutor (RWT), which analyzes research articles. RWT analyzes Introduction, Methodology, Results, and Discussion/Conclusions sections of learners' research articles and provides individualized color-coded and numerical sentence-level feedback (Cotos & Huffman, 2013;Ramaswamy, 2012). Because the focus of RWT is research articles, it is not discussed any further in this study since the research article is not among the genres that undergraduate level non-native speakers learn in academic writing courses.…”

Section: Automated Writing Evaluation (Awe)mentioning

confidence: 99%

A systemic functional perspective on automated writing evaluation: formative feedback on causal discourse

Sarıcaoğlu

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Online tutor for research writing

Cited by 3 publications

References 35 publications

Understanding the impact of the research writing tutor on graduate writers during revision

Understanding the impact of the research writing tutor on graduate writers during revision

Computer-Assisted Research Writing in the Disciplines

A systemic functional perspective on automated writing evaluation: formative feedback on causal discourse

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