Despite the growing interest in investigating the pedagogical application of Automated Writing Evaluation (AWE) systems, studies on the process of AWE-supported writing are still scant. Adopting activity theory as the framework, this qualitative study aims to examine how students incorporated AWE feedback into their writing in an English as a…

Writing researchers have developed various methods for investigating the writing process since the 1970s. The early 1980s saw the occurrence of the real-time computer-aided study of the writing process that relies on the protocols generated by recording the computer screen activities as writers compose using the word processor. This article…

Finds that papers written by eighth graders on computer were rated significantly higher on all four dimensions of a holistic/analytic writing assessment scale. Notes that students made more microstructural than macrostructural changes and continuously revised at all stages of their writing. Considers student experience with computers and the…

Explores fifth graders' audience awareness when they compose and revise an original text for two audiences (a good third grade reader and an experienced adult reader) in a realistic transactional writing task. Finds that they successfully revised texts to address expectations of both audiences but were more successful for the third grade readers.…

Research suggests that basic writers are willing to edit but reluctant to revise their writing. In other words, they make surface-level changes to grammar, spelling, and punctuation but tend not to re-conceive content, structure, style, and cohesion. This paper argues that we need more instructional strategies that will help students understand…

A study explored how students of differing writing abilities (high, middle or low) approached a revising task that called for both editing (surface level changes) and revising (meaning level changes) and the effect that marking error location had on students' ability to detect and correct the two kinds of errors. Subjects, 12 seventh graders, were…

Studies revising strategies by examining the correction-sequencing procedures implemented by 48 elementary children and 48 adults. Finds three distinct groups of subjects: those who improved the text by using one of the model strategies, those who improved the text without using a model strategy, and those who failed to improve the text. (MG)

Lexical access and retrieval are essential processes in fluent and efficient second language (L2) oral and written productive uses of language. In the case of L2 writing, attention to vocabulary is of paramount importance, although the retrieval of relevant lexis while composing in an L2 frequently entails different degrees of problem-solving…

Investigates the impact of task definition on students' revising strategies. Finds that texts written by students who receive instruction on global revision are judged both to be of significantly better quality and include significantly more global revisions than students who were simply asked to make the text better. (MG)

Investigates the writing attitudes and text editing skills of students with considerable experience using word-processing systems toward word processing for different phases of the writing process. Finds the students are poor at text editing and typing. Finds that the students prefer paper and pencil for composing first drafts and prefer word…

Traces the revision of narrative and expository text made by sixth grade students during a school year in which the focus was on improving reading comprehension and writing through instruction in text structure. Finds that only expository texts were judged to improve in writing quality by year end. (MG)

Describing how the experiences of nine cognitive researchers have influenced college writing classrooms, this book demonstrates the critical role of the learner in interpreting and responding to the texts they read, the tasks they are assigned, and the feedback they receive from instructors, readers, and collaborators. Growing out of a project at…

Until recently, writing instruction had been dominated by an emphasis on rhetorical forms, rules, and written products. This view has been superseded for the most part by a mode of instruction whereby teachers assist students in developing planning and revising skills, with less emphasis on grammatical rules. Similar trends are evident in second…