Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Writing Ability | 3 |
| Essays | 2 |
| High School Students | 2 |
| Intelligent Tutoring Systems | 2 |
| Student Attitudes | 2 |
| Writing Instruction | 2 |
| Writing Strategies | 2 |
| Accuracy | 1 |
| Achievement Gains | 1 |
| Automation | 1 |
| Cognitive Processes | 1 |
| More ▼ | |
Author
| Allen, Laura K. | 3 |
| McNamara, Danielle S. | 3 |
| Crossley, Scott A. | 1 |
| Johnson, Adam C. | 1 |
| Perret, Cecile | 1 |
| Roscoe, Rod D. | 1 |
| Snow, Erica L. | 1 |
Publication Type
| Reports - Research | 3 |
| Speeches/Meeting Papers | 2 |
| Journal Articles | 1 |
| Tests/Questionnaires | 1 |
Education Level
| High Schools | 2 |
| Secondary Education | 2 |
| Higher Education | 1 |
Audience
Location
| Arizona | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkRoscoe, Rod D.; Allen, Laura K.; Johnson, Adam C.; McNamara, Danielle S. – Grantee Submission, 2018
This study evaluates high school students' perceptions of automated writing feedback, and the influence of these perceptions on revising, as a function of varying modes of computer-based writing instruction. Findings indicate that students' perceptions of automated feedback accuracy, ease of use, relevance, and understandability were favorable.…
Descriptors: High School Students, Student Attitudes, Writing Evaluation, Feedback (Response)
Allen, Laura K.; Perret, Cecile; McNamara, Danielle S. – Grantee Submission, 2016
The relationship between working memory capacity and writing ability was examined via a linguistic analysis of student essays. Undergraduate students (n = 108) wrote timed, prompt-based essays and completed a battery of cognitive assessments. The surface- and discourse-level linguistic features of students' essays were then analyzed using natural…
Descriptors: Cognitive Processes, Writing (Composition), Short Term Memory, Writing Ability
Allen, Laura K.; Crossley, Scott A.; Snow, Erica L.; McNamara, Danielle S. – Language Learning & Technology, 2014
The Writing Pal (W-Pal) is an intelligent tutoring system (ITS) designed to provide students with explicit writing strategy instruction and practice. W-Pal includes a suite of educational games developed to increase writing engagement and provide opportunities to practice writing strategies. In this study, first (L1) (n = 26) and second (L2)…
Descriptors: Second Language Learning, Second Language Instruction, Writing Instruction, Educational Games
