Writing to Learn, Learning to Write: Outline

 

Outline of the article: Rakovic, M., Marzouk, Z., Chang, D., & Winne, P. (2019). Towards knowledge-

transforming in writing argumentative essays from multiple sources: A methodological approach. 

Companion Proceedings 9th International Conference on Learning Analytics & Knowledge (LAK19) 

(pp. 267-272). Arizona: Society for Learning Analytics Research (SoLAR). Retrieved from 

https://www.solaresearch.org/wp-content/uploads/2019/08/LAK19_Companion_Proceedings.pdf

 

·         Purpose: To present the results of a methodological approach to identify knowledge 

transforming in evidential sentences situated in disciplinary argumentative essays generated by post-

secondary students.

·         Thesis statement: Writing analytics can be generated to help struggling writers move from 

knowledge telling toward knowledge transforming.

·         Audience: Writing experts, post-secondary teachers.

 

        I.            Abstract

     II.            Introduction

  III.            Related work and theoretical model

  IV.            Method

A.    Corpus and writing task

1.      Characteristics of the participants

2.      Characteristics of the assignments

B.     Hand coding – codebook

1.      Analysis objects

2.      Categories of classification

C.     Hand coding – interrater agreement

1.      Samples analysis

2.      Results

D.    Extracting linguistic indices for sentences coded in Writing mode scheme

1.      High accessibility anaphoric devices

2.      Low accessibility anaphoric devices

    V.            References

  VI.            Appendix