Improving academic writing with a method for text revision supported by text mining
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UFRGS |
Texto Completo: | http://hdl.handle.net/10183/255945 |
Resumo: | In spite of the undisputed importance of writing, especially in the learning context of higher education, we still find many students with difficul-ties to write, present arguments, and keep their writing coherent. Therefore, this research aims to investigate how a learning tool with text mining functions can support students in the process of academic writing, based on certain criteria for text analysis. A quasi-experimental study with control and experimental groups was carried out in order to evaluate the tool’s capacity to help students revise and improve their texts. The experimental group had access to the mining tool, which guided them in the revision of global features of their texts according to four principles: continuity, congruency, progression and non-contradiction. A group of lecturers corrected the students’ tasks using the same correction grid. Results showed that the students who used the mining tool achieved higher grades when compared to the students who did not use it. Providing one-to-one support for the revision of certain text facets at the global level has been one of the main contributions of this research. |
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Oliveira, Simone deReategui, Eliseo BerniBarcellos, Patrícia da Silva Campelo CostaBigolin, MarcioCarniato, Michel2023-03-18T03:31:55Z20221863-0383http://hdl.handle.net/10183/255945001163569In spite of the undisputed importance of writing, especially in the learning context of higher education, we still find many students with difficul-ties to write, present arguments, and keep their writing coherent. Therefore, this research aims to investigate how a learning tool with text mining functions can support students in the process of academic writing, based on certain criteria for text analysis. A quasi-experimental study with control and experimental groups was carried out in order to evaluate the tool’s capacity to help students revise and improve their texts. The experimental group had access to the mining tool, which guided them in the revision of global features of their texts according to four principles: continuity, congruency, progression and non-contradiction. A group of lecturers corrected the students’ tasks using the same correction grid. Results showed that the students who used the mining tool achieved higher grades when compared to the students who did not use it. Providing one-to-one support for the revision of certain text facets at the global level has been one of the main contributions of this research.application/pdfengInternational Journal of Emerging Technologies in Learning. Vienna, Austria. Vol. 17, n. 21 (2022), p. [150]-163Escrita acadêmicaMineração de textoRevisão textualLinguagem e línguasAcademic writingText miningRevisionImproving academic writing with a method for text revision supported by text miningEstrangeiroinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRGSinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSTEXT001163569.pdf.txt001163569.pdf.txtExtracted Texttext/plain44998http://www.lume.ufrgs.br/bitstream/10183/255945/2/001163569.pdf.txtef86bf6e71accd49c0af821bebdd570fMD52ORIGINAL001163569.pdfTexto completo (inglês)application/pdf1091649http://www.lume.ufrgs.br/bitstream/10183/255945/1/001163569.pdf729431cc54f7c38c7388c1887920c341MD5110183/2559452023-03-19 03:34:44.547789oai:www.lume.ufrgs.br:10183/255945Repositório de PublicaçõesPUBhttps://lume.ufrgs.br/oai/requestopendoar:2023-03-19T06:34:44Repositório Institucional da UFRGS - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.pt_BR.fl_str_mv |
Improving academic writing with a method for text revision supported by text mining |
title |
Improving academic writing with a method for text revision supported by text mining |
spellingShingle |
Improving academic writing with a method for text revision supported by text mining Oliveira, Simone de Escrita acadêmica Mineração de texto Revisão textual Linguagem e línguas Academic writing Text mining Revision |
title_short |
Improving academic writing with a method for text revision supported by text mining |
title_full |
Improving academic writing with a method for text revision supported by text mining |
title_fullStr |
Improving academic writing with a method for text revision supported by text mining |
title_full_unstemmed |
Improving academic writing with a method for text revision supported by text mining |
title_sort |
Improving academic writing with a method for text revision supported by text mining |
author |
Oliveira, Simone de |
author_facet |
Oliveira, Simone de Reategui, Eliseo Berni Barcellos, Patrícia da Silva Campelo Costa Bigolin, Marcio Carniato, Michel |
author_role |
author |
author2 |
Reategui, Eliseo Berni Barcellos, Patrícia da Silva Campelo Costa Bigolin, Marcio Carniato, Michel |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Oliveira, Simone de Reategui, Eliseo Berni Barcellos, Patrícia da Silva Campelo Costa Bigolin, Marcio Carniato, Michel |
dc.subject.por.fl_str_mv |
Escrita acadêmica Mineração de texto Revisão textual Linguagem e línguas |
topic |
Escrita acadêmica Mineração de texto Revisão textual Linguagem e línguas Academic writing Text mining Revision |
dc.subject.eng.fl_str_mv |
Academic writing Text mining Revision |
description |
In spite of the undisputed importance of writing, especially in the learning context of higher education, we still find many students with difficul-ties to write, present arguments, and keep their writing coherent. Therefore, this research aims to investigate how a learning tool with text mining functions can support students in the process of academic writing, based on certain criteria for text analysis. A quasi-experimental study with control and experimental groups was carried out in order to evaluate the tool’s capacity to help students revise and improve their texts. The experimental group had access to the mining tool, which guided them in the revision of global features of their texts according to four principles: continuity, congruency, progression and non-contradiction. A group of lecturers corrected the students’ tasks using the same correction grid. Results showed that the students who used the mining tool achieved higher grades when compared to the students who did not use it. Providing one-to-one support for the revision of certain text facets at the global level has been one of the main contributions of this research. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022 |
dc.date.accessioned.fl_str_mv |
2023-03-18T03:31:55Z |
dc.type.driver.fl_str_mv |
Estrangeiro info:eu-repo/semantics/article |
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info:eu-repo/semantics/publishedVersion |
format |
article |
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publishedVersion |
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http://hdl.handle.net/10183/255945 |
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1863-0383 |
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001163569 |
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http://hdl.handle.net/10183/255945 |
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eng |
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eng |
dc.relation.ispartof.pt_BR.fl_str_mv |
International Journal of Emerging Technologies in Learning. Vienna, Austria. Vol. 17, n. 21 (2022), p. [150]-163 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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