Volume 3 (2019): Broadening the Community

  • STEM, Technology, WID, Writing Assessment, Writing Studies, Writing, Writing Analytics


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
DOI: 10.37514/JWA-J.2019.3.1.01

Invited Articles

Directions in Writing Analytics: Some Suggestions, by Mike Palmquist
DOI: 10.37514/JWA-J.2019.3.1.02

A Taxonomy for Writing Analytics, by Susan Lang, Laura Aull, and William Marcellino
DOI: 10.37514/JWA-J.2019.3.1.03

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
DOI: 10.37514/JWA-J.2019.3.1.04

How to typo? Building a Process-Based Model of Typographic Error Revisions, by Rianne Conijn, Menno van Zaanen, Mariëlle Leijten, and Luuk van Waes
DOI: 10.37514/JWA-J.2019.3.1.05

Peer Review in Biology: Of Novices, Experts, and Disciplines, by Christiane Donahue and Lynn Foster-Johnson
DOI: 10.37514/JWA-J.2019.3.1.06

A Text-Analytic Method for Identifying Text Recycling in STEM Research Reports, by Ian G. Anson, Carey Moskovitz, and Chris M. Anson
DOI: 10.37514/JWA-J.2019.3.1.07

Research Notes

Tracing Fan Uptakes: Tagging, Language, and Ideological Practices in The Legend of Korra Fanfictions, by Cara Marta Messina
DOI: 10.37514/JWA-J.2019.3.1.08

Seniority in Writing Studies: A Corpus Analysis, by William Marcellino
DOI: 10.37514/JWA-J.2019.3.1.09

Introducing Undergraduate Students to Writing and Algorithms: Understanding Analytics and Measuring Content on Personal Capstone Websites, by Laura A. Palmer
DOI: 10.37514/JWA-J.2019.3.1.10

Perusall: Harnessing AI Robo-Tools and Writing Analytics to Improve Student Learning and Increase Instructor Efficiency, by Allison S. Walker
DOI: 10.37514/JWA-J.2019.3.1.11

When Scores Do Not Increase: Notes on Quantitative Approaches to Writing Assessment, by Lisa Rourke and Xuchen Zhou
DOI: 10.37514/JWA-J.2019.3.1.12

Modelling Score Variation in Student Writing with a Big Data System: Benefits, Challenges, and Ways Forward, by Lee McCallum
DOI: 10.37514/JWA-J.2019.3.1.13

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
DOI: 10.37514/JWA-J.2019.3.1.14

Research in the Teaching of English: From Alchemy and Science to Methodological Plurality, by Mya Poe
DOI: 10.37514/JWA-J.2019.3.1.15

Considering Consequences in Writing Analytics: Humanistic Inquiry and Empirical Research in The Journal of Writing Assessment, by Diane Kelly-Riley
DOI: 10.37514/JWA-J.2019.3.1.16

For Whom Do We Make Knowledge and Why? Response to Diane Kelly-Riley and Mya Poe, by Ellen Cushman
DOI: 10.37514/JWA-J.2019.3.1.17


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The Journal of Writing Analytics is published by 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