Research Paper on What does supporting argumentative writing with digital authoring alter?

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Title: What does supporting argumentative writing with digital authoring alter?

Abstract: The online authoring tool, Computer-Supported Argumentative Writer, or C-SAW for short, uses a design-based research methodology. It blends user and practitioner feedback with design principles from theories on conceptual transformation, self-control, and textual argumentation. This phrase stands for Computer-Supported Argumentative Writer. The C-SAW approach employs a strategy called design-based research. These theories address a wide range of topics, including, to name a few, self-regulation, conceptual transformation, and textual argumentation. The goal of C-SAW is to be utilized as extra support in instructional designs that use argumentative writing for educational purposes. It was developed to make it simpler to scaffold the writing process. This article presents the outcomes of a study that looked at undergraduate students’ writing processes. The study’s critical concern was whether students used text editors or C-SAW to write their papers. We utilized the participants’ understanding of the components of an argument, the argument’s subject, shifts in epistemic beliefs, the number of arguments created and the degree to which those arguments were finished as markers of the outcomes. Apart from that, there were no significant differences between the circumstances for the other outcomes that were evaluated. The people that used C-SAW had a few more ideas, but other than that, nothing had changed about the situation. Additionally, an individual’s non-formal thinking skills significantly influenced the outcomes than the conditions themselves. This article discusses the challenges of evaluating the effects of digital technology on writing and learning in controlled first-use settings. The initial uses of the tools fall under this category. It is also emphasized how important it is to develop instructional designs that adhere to digital technology’s instructional principles and have clear learning objectives. This is done to emphasize how important this topic is. In light of these findings, the difficulty of evaluating the influence of digital technology on writing and learning in highly restricted first-use circumstances is also explored.

Keywords: argumentative writing, technology-enhanced learning, epistemic beliefs, digital writing support, writing-to-learn”

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