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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 27 1 Advancing writing analytics methodologies: a hybrid approach to analyzing errors in automated rhetorical feedback Cotos, Elena In: World Languages and Cultures Conference Papers, Posters and Proceedings (2021) BASE Show details 2 Understanding Graduate Writers’ Interaction with and Impact of the Research Writing Tutor during Revision Cotos, Elena; Huffman, Sarah Rebecca; Link, Stephanie In: Center for Communication Excellence Publications (2020) BASE Show details 3 Are You Being Rhetorical? An Open Corpus of Machine Annotated Rhetorical Moves Knight, Simon; Abel, Sophie; Shibani, Antonette... In: English Publications (2020) BASE Show details 4 Are you being rhetorical? An open dataset of machine annotated rhetorical moves ... Knight, Simon; Gibson, Andrew; Shibani, Antonette. - : University of Technology Sydney, 2020 BASE Show details 5 Understanding the ‘Black-Box’ of Automated Analysis of Communicative Goals and Rhetorical Strategies in Academic Discourse Cotos, Elena In: Center for Communication Excellence Proceedings and Presentations (2019) BASE Show details 6 Functional language in curriculum genres: Implications for testing international teaching assistants Chung, Yoo-Ree; Cotos, Elena In: English Publications (2019) BASE Show details 7 Articulating societal benefits in grant proposals: Move analysis of Broader Impacts Cotos, Elena In: English Publications (2018) BASE Show details 8 Innovative Implementation of a Web-Based Rating System for Individualizing Online English Speaking Instruction Yang, Hyejin; Cotos, Elena In: English Publications (2018) BASE Show details 9 Domain Description: Validating the Interpretation of the TOEFL iBT® Speaking Scores for International Teaching Assistant Screening and Certification Purposes Cotos, Elena; Chung, Yoo-Ree In: English Publications (2018) BASE Show details 10 Automated Writing Evaluation Cotos, Elena In: English Publications (2018) BASE Show details 11 A move/step model for methods sections: Demonstrating Rigour and Credibility Cotos, Elena; Huffman, Sarah; Link, Stephanie In: English Publications (2017) BASE Show details 12 Effects of DDL technology on genre learning Cotos, Elena; Link, Stephanie; Huffman, Sarah Rebecca In: English Publications (2017) BASE Show details 13 Language for Specific Purposes and Corpus-based Pedagogy Cotos, Elena In: English Publications (2017) BASE Show details 14 Effects of DDL technology on genre learning Cotos, Elena; Link, Stephanie; Huffman, Sarah. - : University of Hawaii National Foreign Language Resource Center, 2017. : Michigan State University Center for Language Education and Research, 2017 Abstract: To better understand the promising effects of data-driven learning (DDL) on language learning processes and outcomes, this study explored DDL learning events enabled by the Research Writing Tutor (RWT), a web-based platform containing an English language corpus annotated to enhance rhetorical input, a concordancer that was searchable for rhetorical functions, and an automated writing evaluation engine that generated rhetorical feedback. Guided by current approaches to teaching academic writing (Lea & Street, 1998; Lillis, 2001; Swales, 2004) and the knowledge-telling/knowledge-transformation model of Bereiter and Scardamalia (1987), we set out to examine whether and how direct corpus uses afforded by RWT impact novice native and non-native writers’ genre learning and writing improvement. In an embedded mixed-methods design, written responses to DDL tasks and writing progress from first to last drafts were recorded from 23 graduate students in separate one-semester courses at a US university. The qualitative and quantitative data sets were used for within-student, within-group, and between-group comparisons—the two independent variables for the latter being course section and language background. Our findings suggest that exploiting technology-mediated corpora can foster novice writers’ exploration and application of genre conventions, enhancing development of rhetorical, formal, and procedural aspects of genre knowledge. Keyword: DDL; Disciplinary Corpus; Genre; Writing URL: http://hdl.handle.net/10125/44623 BASE Hide details 15 Discourse classification into rhetorical functions for AWE feedback Cotos, Elena; Pendar, Nick In: English Publications (2016) BASE Show details 16 Studying disciplinary corpora to teach the craft of discussion Cotos, Elena; Link, Stephanie; Huffman, Sarah Rebecca In: English Publications (2016) BASE Show details 17 Furthering and applying move/step constructs: Technology-driven marshalling of Swalesian genre theory for EAP pedagogy Cotos, Elena; Huffman, Sarah; Link, Stephanie In: English Publications (2015) BASE Show details 18 Automated Writing Analysis for writing pedagogy: From healthy tension to tangible prospects Cotos, Elena In: English Publications (2015) BASE Show details 19 Validity Arguments for Diagnostic Assessment Using Automated Writing Evaluation Chapelle, Carol; Cotos, Elena; Lee, Jooyoung In: English Publications (2015) BASE Show details 20 Enhancing writing pedagogy with learner corpus data Cotos, Elena In: Recall. - Cambridge [u.a.] : Cambridge Univ. Press 26 (2014) 2, 202-224 OLC Linguistik Show details Page: 1 2

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