Automated Writing Analysis for Writing Pedagogy

From Healthy Tension to Tangible Prospects

Authors

  • Elena Cotos Iowa State University

DOI:

https://doi.org/10.1558/wap.v7i2-3.26381

Keywords:

AES, AWE, writing pedagogy, assessment, genre, writing praxis

Abstract

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.

Author Biography

Elena Cotos, Iowa State University

Elena Cotos is an Assistant Professor in the Department of English, Applied Linguistics and Technology Program at Iowa State University. Her research interests include English for specific/academic purposes, corpus-based genre analysis, genre-based writing pedagogy, computer-assisted language learning and assessment, and data-driven learning. Her work has appeared in a monograph, a number of edited volumes, and in journals such as ReCALL, CALICO, Language Testing, International Journal of ComputerAssisted Language Learning and Teaching, Journal of English for Academic Purposes, and Language Learning and Technology.

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Published

2015-11-30

How to Cite

Cotos, E. (2015). Automated Writing Analysis for Writing Pedagogy: From Healthy Tension to Tangible Prospects. Writing and Pedagogy, 7(2-3), 197-231. https://doi.org/10.1558/wap.v7i2-3.26381

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