Research Paper on AcaWriter: Formative Academic Writing Feedback through Learning Analytics

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Title: AcaWriter: Formative Academic Writing Feedback through Learning Analytics

Abstract: A proficient level of writing is a talent appreciated in various life circumstances, including the job, participation in civic activities, and academic settings. A compelling piece of writing will use various text structures, sometimes called rhetorical devices, to convey the writer’s intended purpose to the reader in a certain way. Rhetorical manipulations are a collective term that refers to these different textual methods. These types of rhetorical motions are necessary for various academic writing styles, such as essays and research abstracts, amongst other types of academic writing. They are also necessary components in literary genres in which the reader is expected to reflect on the knowledge obtained from personal experience. Despite this, it may be challenging to acquire the skills necessary to instantiate and correctly employ a large variety of rhetorical gestures. In addition, it may be challenging for teachers to make remarks that would benefit the learning process, mainly when dealing with a large group of pupils in a single classroom. Even when the necessary assistance is available, sharing the strategies with several implementation locations may not be easy. Our response to these issues was developing a piece of software known as AcaWriter, which is available free of charge. This tool gives feedback on rhetorical gestures and is meant to be flexible enough to be used in various settings and contexts. Specifically, it was developed to be used in debates, presentations, and discussions. In this part, you will see three examples of implementations we have updated and examined in terms of how the user perceives the tool and how it influences student writing. We carried out these updates and examinations. The comments and suggestions we received during testing were constructive in enhancing these implementations. In this part of the article, we will investigate the core theoretical underpinnings of the instrument, as well as offer a comprehensive analysis of its technical aspects. In conclusion, we will present four statements illustrating the potential of collaborative approaches to developing, spreading, and assessing writing tools. The following is a list of these assertions.

Keywords: writing analytics, learning analytics, genre theory, feedback, rhetorical moves”

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Subject: ELT – English Language Teaching

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