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Effects of Course-Embedded Grammar Graders: Evidence from a Business College Writing Initiative Program

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Title: Effects of Course-Embedded Grammar Graders: Evidence from a Business College Writing Initiative Program
Language: English
Authors: Clark, Lindsay C., Luo, Zijun, Smith, Ashly Bender
Source: Research & Practice in Assessment. Win 2020 15(2).
Availability: Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Business Schools, Content Area Writing, Writing Instruction, Writing Evaluation, Grammar, Writing Assignments, Error Patterns, Writing Skills, Writing Improvement, Graduate Students, Grading, Evaluators
Geographic Terms: Texas
ISSN: 2161-4210
Abstract: Writing support programs for students in writing-intensive, disciplinary courses are well established and take many forms, including communication centers, web-based skill development programs, and embedded writing consultants. This paper assesses the effectiveness of a program that embeds a writing grader, who assesses only the grammar of students' submissions, to encourage and support business faculty in including written assignments. Our analysis of grammar errors across three writing assignments showed that students rarely included Status Marking Errors (e.g., nonstandard verb forms and double negatives) and did reduce errors from the first to last assignments. However, the cause of the error reduction and the program's long-term effectiveness in improving students' grammar skills is inconclusive. Based on our findings, we offer recommendations to program organizers for better aligning a program's stated and practical goals when providing writing support.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1293309
Database: ERIC
FullText Text:
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  Data: Effects of Course-Embedded Grammar Graders: Evidence from a Business College Writing Initiative Program
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  Data: Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
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  Data: <searchLink fieldCode="DE" term="%22Business+Schools%22">Business Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Area+Writing%22">Content Area Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Assignments%22">Writing Assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Patterns%22">Error Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Improvement%22">Writing Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grading%22">Grading</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluators%22">Evaluators</searchLink>
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  Label: Abstract
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  Data: Writing support programs for students in writing-intensive, disciplinary courses are well established and take many forms, including communication centers, web-based skill development programs, and embedded writing consultants. This paper assesses the effectiveness of a program that embeds a writing grader, who assesses only the grammar of students' submissions, to encourage and support business faculty in including written assignments. Our analysis of grammar errors across three writing assignments showed that students rarely included Status Marking Errors (e.g., nonstandard verb forms and double negatives) and did reduce errors from the first to last assignments. However, the cause of the error reduction and the program's long-term effectiveness in improving students' grammar skills is inconclusive. Based on our findings, we offer recommendations to program organizers for better aligning a program's stated and practical goals when providing writing support.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Business Schools
        Type: general
      – SubjectFull: Content Area Writing
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Writing Evaluation
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      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Writing Assignments
        Type: general
      – SubjectFull: Error Patterns
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      – SubjectFull: Writing Skills
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      – SubjectFull: Writing Improvement
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      – SubjectFull: Graduate Students
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      – SubjectFull: Grading
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      – SubjectFull: Evaluators
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      – SubjectFull: Texas
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      – TitleFull: Effects of Course-Embedded Grammar Graders: Evidence from a Business College Writing Initiative Program
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