The Journal of Writing Analytics

The Journal of Writing Analytics publishes peer-reviewed articles and reports that broadly address work in writing analytics—the study of writing processes and written texts through the use of a wide range of analytical tools, including those drawn from writing studies, corpus linguistics, cognitive psychology, and learning analytics.

Announcement: The call for for submissions to volume 4 is now available. Please consider sharing your work through the Journal of Writing Analytics

Current Issue

Volume 3, 2019: Broadening the Community

Introduction

Writing Analytics: Broadening the Community, by Joe Moxley, Norbert Elliot, Susan Lang, David Eubanks, Meg Vezzu, Jessica Nastal, Alaina Tackitt, Johanna Phelps, and Matthew J. Osborn

Invited Articles

Directions in Writing Analytics: Some Suggestions, by Mike Palmquist

A Taxonomy for Writing Analytics, by Susan Lang, Laura Aull, and William Marcellino

Research Articles

Understanding Attainment Disparity: The Case for a Corpus-Driven Analysis of the Language used in Written Feedback Information to Students of Different Backgrounds, by Siân Alsop and Sheena Gardner

How to typo? Building a Process-Based Model of Typographic Error Revisions, by Rianne Conijn, Menno van Zaanen, Mariëlle Leijten, and Luuk van Waes

Peer Review in Biology: Of Novices, Experts, and Disciplines, by Christiane Donahue and Lynn Foster-Johnson

A Text-Analytic Method for Identifying Text Recycling in STEM Research Reports, by Ian G. Anson, Carey Moskovitz, and Chris M. Anson

Research Notes

Tracing Fan Uptakes: Tagging, Language, and Ideological Practices in The Legend of Korra Fanfictions, by Cara Marta Messina

Seniority in Writing Studies: A Corpus Analysis, by William Marcellino

Introducing Undergraduate Students to Writing and Algorithms:  Understanding Analytics and Measuring Content on Personal Capstone Websites, by Laura A. Palmer

Perusall: Harnessing AI Robo-Tools and Writing Analytics to Improve Student Learning and  Increase Instructor Efficiency, by Allison S. Walker

When Scores Do Not Increase: Notes on Quantitative Approaches to Writing Assessment, by Lisa Rourke and Xuchen Zhou

Modelling Score Variation in Student Writing with a Big Data System: Benefits, Challenges, and Ways Forward, by Lee McCallum

Special Section: Textual Transactions— A Review of the Empirical Tradition in Writing Studies Research MLA 2019 Annual Meeting (MLA Panel)

Knowledge Making and Writing Analytics: MLA Special Session, by Anne Ruggles Gere

Research in the Teaching of English: From Alchemy and Science to Methodological Plurality, by Mya Poe

Considering Consequences in Writing Analytics: Humanistic Inquiry and Empirical Research in The Journal of Writing Assessment, by Diane Kelly-Riley

For Whom Do We Make Knowledge and Why? Response to Diane Kelly-Riley and Mya Poe, by Ellen Cushman

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The Journal of Writing Analytics is published by the Colorado State University Open Press and the WAC Clearinghouse. Copyright © by the authors and editors of the publications in the journal. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 United States License. The Journal of Writing Analytics is sponsored by and housed at the University of South Florida. ISSN 2474-7491