Designing personalised, automated feedback to develop students’ research writing skills

Abel, S; Kitto, K; Knight, S; Shum, SB

Designing personalised, automated feedback to develop students’ research writing skills

Abel, S Kitto, K

Knight, S

Shum, SB

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Publication Type:: Conference Proceeding
Citation:: ASCILITE 2018 - Conference Proceedings - 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education: Open Oceans: Learning Without Borders, 2018, pp. 15 - 24
Issue Date:: 2018-01-01

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Field	Value	Language
dc.contributor.author	Abel, S	en_US
dc.contributor.author	Kitto, K https://orcid.org/0000-0001-7642-7121	en_US
dc.contributor.author	Knight, S https://orcid.org/0000-0002-8709-5780	en_US
dc.contributor.author	Shum, SB	en_US
dc.date.issued	2018-01-01	en_US
dc.identifier.citation	ASCILITE 2018 - Conference Proceedings - 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education: Open Oceans: Learning Without Borders, 2018, pp. 15 - 24	en_US
dc.identifier.uri	http://hdl.handle.net/10453/137482
dc.description.abstract	© 2018 ASCILITE 2018 - Conference Proceedings - 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education: Open Oceans: Learning Without Borders Constructive and formative feedback on writing is crucial to help Higher Degree Research (HDR) students develop effective writing skills and succeed, both in their degree and beyond. However, at the start students have a poor grasp of good academic writing, and HDR supervisors do not always have the time or the writing expertise to provide quality, constructive, formative feedback to students. One approach to address this problem is provided by Writing Analytics (WA), using text analytics to provide timely, formative feedback to students on their writing, in the process introducing a clear set of terms to describe important features of academic writing. This paper describes how Swales’ (1990) Create A Research Space (CARS) model was used to extend a writing analytics tool such that it could be applied to HDR students’ writing, and how good feedback practices were employed to design constructive automated feedback. This work summarises a process that can be used to develop theory driven writing analytics tools that should facilitate thesis writing.	en_US
dc.relation.ispartof	ASCILITE 2018 - Conference Proceedings - 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education: Open Oceans: Learning Without Borders	en_US
dc.title	Designing personalised, automated feedback to develop students’ research writing skills	en_US
dc.type	Conference Proceeding
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)/Connected Intelligence Centre
pubs.organisational-group	/University of Technology Sydney/Faculty of Transdisciplinary Innovation
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US

Abstract:

© 2018 ASCILITE 2018 - Conference Proceedings - 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education: Open Oceans: Learning Without Borders Constructive and formative feedback on writing is crucial to help Higher Degree Research (HDR) students develop effective writing skills and succeed, both in their degree and beyond. However, at the start students have a poor grasp of good academic writing, and HDR supervisors do not always have the time or the writing expertise to provide quality, constructive, formative feedback to students. One approach to address this problem is provided by Writing Analytics (WA), using text analytics to provide timely, formative feedback to students on their writing, in the process introducing a clear set of terms to describe important features of academic writing. This paper describes how Swales’ (1990) Create A Research Space (CARS) model was used to extend a writing analytics tool such that it could be applied to HDR students’ writing, and how good feedback practices were employed to design constructive automated feedback. This work summarises a process that can be used to develop theory driven writing analytics tools that should facilitate thesis writing.

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http://hdl.handle.net/10453/137482