September 2019, The Eighth International Conference on Writing Analytics – Academic Writing in Digital Contexts: Analytics, Tools, Mediality, Winterthur, Switzerland

Roxana Rogobete participated in The Eighth International Conference on Writing Analytics – Academic Writing in Digital Contexts: Analytics, Tools, Mediality, in Winterthur, Switzerland, on 5-6 September 2019, and presented the paper The impact of e-feedback on student academic writing: a corpus-informed assessment (co-authored with Mădălina Chitez).

Abstract
The practice of electronic feedback has become popular with both educators and students in the last decade. However, in the Romanian HE context, little is known about the impact that the digital technologies have on academic writing improvement processes, neither for beginner nor experienced writers. The present case study examines how a group of 16 Philology students, enrolled in Romanian language studies, integrate computer-mediated feedback delivered by expert writers into their literary analysis texts. The writings represent papers submitted to a student conference in Romanian literature. The e-feedback was part of a multi-modal feedback strategy: (a) three stages of writing (summary, first two pages, final draft) followed by written comments via e-mail and Microsoft Office tools; (b) each feedback-revision session was followed by a group discussion. For each stage, the iThenticate platform was used, to prevent plagiarism. The evaluator team consisted of two teachers with experience in evaluating writings for student conferences and one supervisor.

In order to assess the effectiveness of the e-feedback integration into student texts, a corpus-informed approach has been designed: for each batch of revised texts, a sub-corpus was compiled (LITeF1, LITeF2 and LITeF3). We quantified the degree of correlation between feedback categories (discourse coherence and structure, rhetoric components and details to support thesis, adequacy of vocabulary and grammar) and the linguistic markers in each corpus set. We draw conclusions on the linguistic categories with a high degree of successful embedment after feedback sessions and propose a scenario for didactic applications of e-feedback for academic writing processes.

Snapshot of first slide

More information about WA conference here.

Impressions:
The conference (held alternatively in Europe and North America) gathered scholars from Switzerland, USA, Netherlands, Belgium, Germany, Great Britain, Sweden, Estonia, Greece, Ukraine etc., interested in taxonomies of writing analytics, tools, technologies and applications used in learning and writing. Researches delivered papers, demos or posters, and issues regarding the future of writing analytics and how digital technologies transform writing were subjects of debate.