AcaWriter: A Learning Analytics Tool for Formative Feedback on Academic Writing

Knight, S; Shibani, A; Abel, S; Gibson, A; Ryan, P

AcaWriter: A Learning Analytics Tool for Formative Feedback on Academic Writing

Knight, S

Shibani, A Abel, S Gibson, A Ryan, P

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Publisher:: ARLE (International Associaton for Research in L1 Education)
Publication Type:: Journal Article
Citation:: Journal of Writing Research, 12, (vol. 12 issue 1), pp. 141-186

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Field	Value	Language
dc.contributor.author	Knight, S https://orcid.org/0000-0002-8709-5780
dc.contributor.author	Shibani, A
dc.contributor.author	Abel, S
dc.contributor.author	Gibson, A
dc.contributor.author	Ryan, P
dc.date.accessioned	2020-07-16T01:04:50Z
dc.date.available	2020-07-16T01:04:50Z
dc.identifier.citation	Journal of Writing Research, 12, (vol. 12 issue 1), pp. 141-186
dc.identifier.issn	2030-1006
dc.identifier.issn	2294-3307
dc.identifier.uri	http://hdl.handle.net/10453/141783
dc.language	en
dc.publisher	ARLE (International Associaton for Research in L1 Education)
dc.relation	Australian Technology Network of Universities
dc.relation.ispartof	Journal of Writing Research
dc.relation.isbasedon	10.17239/jowr-2020.12.01.06
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	2005 Literary Studies
dc.title	AcaWriter: A Learning Analytics Tool for Formative Feedback on Academic Writing
dc.type	Journal Article
utslib.citation.volume	12
utslib.for	2005 Literary Studies
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Accounting Discipline
pubs.organisational-group	/University of Technology Sydney/Faculty of Transdisciplinary Innovation
utslib.copyright.status	open_access	*
dc.date.updated	2020-07-16T01:04:43Z
pubs.issue	vol. 12 issue 1
pubs.publication-status	Published online
pubs.volume	12
utslib.citation.issue	vol. 12 issue 1

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http://hdl.handle.net/10453/141783