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|Title:||Improving Academic Essays by Writing and Reading Peer Annotations on Source Documents|
|Authors:||Suzuki, Satoshi V.|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Suzuki, S. V. & Suzuki, H. (2013). Improving Academic Essays by Writing and Reading Peer Annotations on Source Documents. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short Papers, Panels, Posters, Demos & Community Events (pp. 363-364). Madison, WI: International Society of the Learning Sciences.|
|Abstract:||We attempted to improve written arguments made by undergraduate learners of academic writing based on their intuitive and affective response to reading peer comments on source documents. To do so, we developed and utilized a previously developed CSCL environment called EMU (emotional and motivational underliner) for the addition, provision and review of annotations. The analysis of the learners' use of EMU implied that learners who wrote good essays tended to focus on annotations that used affective tags to express negative, sceptical and surprised attitudes toward the document, as opposed to comments in general; in contrast, low-scoring writers tended to apply equal attention to all comments.|
|Appears in Collections:||CSCL 2013|
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