Since Ellis Page (1966) published his landmark article, “The Imminence of Grading Essays by Computer,” the issue of using computers to grade writing and provide feedback has been a great concern for researchers in language testing and writing instruction. Research has been done for the creation and development of systems for automated essay evaluation (AEE), or automated essay scoring (AES), wh...

Linguistic properties of writing prompts have been shown to influence the writing patterns contained in student essays. The majority of previous research on these prompt-based effects has focused on the lexical and syntactic properties of writing prompts and essays. The current study expands this research by investigating the effects of prompt cohesion on the cohesive features of student essays...

End-to-end argument mining has enabled the development of new automated essay scoring (AES) systems that use argumentative features (e.g., number of claims, number of support relations) in addition to traditional legacy features (e.g., grammar, discourse structure) when scoring persuasive essays. While prior research has proposed different argumentative features as well as empirically demonstra...

This paper explores the annotation and classification of students’ revision behaviors in argumentative writing. A sentence-level revision schema is proposed to capture why and how students make revisions. Based on the proposed schema, a small corpus of student essays and revisions was annotated. Studies show that manual annotation is reliable with the schema and the annotated information helpfu...

This article describes and reflects on experiences teaching students to compose a “Writing Process Photo Essay” in the context of an upper-division college writing course that satisfies campus-wide requirement. As culmination quarter-long student inquiry into their own processes, this multimodal assignment asks combine text images help them reflect environments, tools, habits routines surround ...

This study explored the effects of directed and undirected online peer feedback types on students’ performance, argumentative essay writing skills, acquisition domain-specific knowledge. The used a pre-test post-test design with four conditions (feedback, feedforward, combination feedback). In this exploratory study, 221 undergraduate students, who were randomly assigned to dyads, engaged in di...

We present an writing support system for assessing written arguments. Our system incorporates three analysis models allowing for rich feedback about argumentation structure, quality of reasons, and presence of opposing arguments.