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Methods in Writing Process Research


Edited By Dagmar Knorr, Carmen Heine and Jan Engberg

Methods for studying writing processes have significantly developed over the last two decades. The rapid development of software tools which support the collection together with the display and analysis of writing process data and new input from various neighboring disciplines contribute to an increasingly detailed knowledge acquisition about the complex cognitive processes of writing. This volume, which focuses on research methods, mixed methods designs, conceptual considerations of writing process research, interdisciplinary research influences and the application of research methods in educational settings, provides an insight into the current status of the methodological development of writing process research in Europe.
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Applying machine learning techniques to investigate the influence of peer feedback on the writing process


Despite teachers including peer feedback as a tool to support writer’s development, it is only in the last few years that considerable progress has been made in gaining a better understanding of how, when, and whether peer feedback positively influences the writing process. It has been the introduction of web-based peer review systems that is currently making a considerable impact. This paper elaborates how web-based reciprocal peer review systems can be used to collect large amounts of authentic student generated data (e. g. feedback on writing, revision carried out on drafts), and how the data science methods collectively known as machine learning can be used to analyse this data to provide more insight into the writing process.

It is now generally accepted in writing process research that revision is one of the key components of writing in general, and of learning to write in particular. Ever since Flower and Hayes (1981) presented their writing process model, there has been a steady stream of research on the impact of revision on learning to write. Although Flower and Hayes recognized differences among frequent writers and learners of writing, they were nonetheless able to propose the general hypothesis that revision is done, regardless who carries it out, either throughout the process of writing sentences forming the text, or after the text has been generally constructed (Becker 2006). Given that revision is invaluable, from a pedagogical perspective, and has a special application in the writing process (Hayes 2012), it is also recognized...

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