Understanding Graduate Writers’ Interaction with and Impact of the Research Writing Tutor during Revision
Understanding Graduate Writers’ Interaction with and Impact of the Research Writing Tutor during Revision
复制标题
DOI：
10.17239/jowr-2020.12.01.07
复制
发表时间：
2020-06
影响因子：
4.1
通讯作者：
Elena Cotos;S. Huffman;Stephanie Link
中科院分区：
文献类型：
--
作者：
Elena Cotos;S. Huffman;Stephanie Link
教授书面科学交流是一项艰巨的任务，需要熟悉学科写作惯例。随着技术进步的蓬勃发展，准备新手研究作家的从业者可以开始在数字写作环境中开展活动，以适应学科中科学写作的惯例，从而加强教和学。研究写作导师(RWT)就是这样一种技术。它基于一个综合的理论框架，旨在帮助学生获得关于研究文章体裁的知识，并培养研究写作能力。其中一个模块旨在通过提供不同形式的自动反馈和脚手架来促进修订，这些反馈和脚手架是基于体裁和特定学科的。本研究探讨在使用该工具的此模块时，RWT的功能是否以及如何影响修订。本研究借鉴认知写作模式，考察了11名研究生作家的写作行为，探讨了他们如何与RWT的特点互动，以及这种互动如何为改进修改过程和修改文本创造条件。研究结果表明，这种自动反馈工具在促进作者在修改过程中的元认知加工方面具有很大的潜力。这项研究通过承认数字环境在写作实践中不断演变的作用，并为基于体裁的写作教学自动化工具的未来发展提供了见解，从而补充了认知写作模式的理论。
Teaching the craft of written science communication is an arduous task that requires familiarity with disciplinary writing conventions. With the burgeoning of technological advancements, practitioners preparing novice research writers can begin to augment teaching and learning with activities in digital writing environments attuned to the conventions of scientific writing in the disciplines. The Research Writing Tutor (RWT) is one such technology. Grounded in an integrative theoretical framework, it was designed to help students acquire knowledge about the research article genre and develop research writing competence. One of its modules was designed to facilitate revision by providing different forms of automated feedback and scaffolding that are genre-based and discipline-specific. This study explores whether and how the features of the RWT may impact revision while using this module of the tool. Drawing from cognitive writing modeling, this study investigates the behaviors of a multidisciplinary group of 11 graduate-student writers by exploring how they interacted with the RWT’s features and how this interaction may create conditions for enhanced revision processes and text modifications. Findings demonstrate promising potential for the use of this automated feedback tool in fostering writers’ metacognitive processing during revision. This research adds to theory on cognitive writing models by acknowledging the evolving role of digital environments in writing practices and offering insights into future development of automated tools for genre-based writing instruction.