ERIC Number: EJ1293309
Record Type: Journal
Publication Date: 2020
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2161-4210
EISSN: N/A
Effects of Course-Embedded Grammar Graders: Evidence from a Business College Writing Initiative Program
Clark, Lindsay C.; Luo, Zijun; Smith, Ashly Bender
Research & Practice in Assessment, v15 n2 Win 2020
Writing support programs for students in writing-intensive, disciplinary courses are well established and take many forms, including communication centers, web-based skill development programs, and embedded writing consultants. This paper assesses the effectiveness of a program that embeds a writing grader, who assesses only the grammar of students' submissions, to encourage and support business faculty in including written assignments. Our analysis of grammar errors across three writing assignments showed that students rarely included Status Marking Errors (e.g., nonstandard verb forms and double negatives) and did reduce errors from the first to last assignments. However, the cause of the error reduction and the program's long-term effectiveness in improving students' grammar skills is inconclusive. Based on our findings, we offer recommendations to program organizers for better aligning a program's stated and practical goals when providing writing support.
Descriptors: Business Schools, Content Area Writing, Writing Instruction, Writing Evaluation, Grammar, Writing Assignments, Error Patterns, Writing Skills, Writing Improvement, Graduate Students, Grading, Evaluators
Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A