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...

This study aimed to investigate the perceptions of a computer-assisted writing program among EFL learners in a college composition class. A mixed method research design was employed combining both qualitative and qualitative techniques. Forty-five junior students in a Taiwanese college writing class were introduced to the computer-assisted writing program MyAccess. After using the program in cl...

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.