🏷️ writing-education
40 pages tagged with writing-education(34 articles, 6 concepts)
📄 From Unified to Differentiated Materials: Generative AI–Supported Adaptation of EAP Reading Materials
> **Synthesis:** Gao (2026) examined whether generative-AI-supported adaptation of English for Academic Purposes (EAP) reading materials chiefly changes passage-level structural complexity or text-emb…
2026-08-13 · language-learning, generative-ai, personalized-learning, instructional-design, scaffolding
📄 GIFT-AI: Teaching the Game and Leveling the Field: Peer and AI Review + Reflection in a Business Writing Course
> **Synthesis:** MacArthur et al. (2025) present the GIFT-AI approach — "teaching the game and leveling the field" — applying the Peer and AI Review + Reflection (PAIRR) model specifically to an upper…
2026-08-13 · ai-feedback-quality, ai-literacy, student-experience, peer-review, multilingual-writing
📄 Peer and AI Review + Reflection (PAIRR): A Human-Centered Approach to Formative Assessment
> **Synthesis:** Sperber et al. (2025) present the Peer and AI Review + Reflection (PAIRR) model, a human-centered approach to formative assessment that combines peer review best practices with AI rev…
2026-08-13 · ai-feedback-quality, formative-assessment, ai-literacy, student-experience, peer-review
📄 A Posthumanist Approach to AI Literacy
> **Synthesis:** Wang and Wang (2025) argue for a posthumanist reframing of AI literacy, moving beyond the humanistic view of AI as a discrete "tool" used by autonomous human agents toward understandi…
🏷️ Peer Review
> **Peer review** — the practice in which students read, evaluate, and provide feedback on one another's work, most often writing. In writing pedagogy, peer review is a long-standing best practice: st…
🏷️ Creativity
> **Creativity** — the capacity to generate novel and valuable ideas, solutions, or artifacts. In the AI era, creativity is a central educational stake: generative AI can both amplify creative work (a…
2026-08-12 · critical-thinking, divergent-thinking, student-experience, generative-ai, constructivist
📄 Rethinking Elementary Education's Writing Instruction in The Age of Generative AI: A Systematic Review
> **Synthesis:** This systematic literature review synthesizes 8 peer-reviewed studies (2019–2025) on AI literacy for elementary writing instruction, finding that AI integration efficiently supports w…
📄 VeriForge: Mitigating Latent Knowledge Gaps in Narrative Drafting via Mixed-Initiative Scaffolding
> **Synthesis:** Sun et al. (2026) present VeriForge, a mixed-initiative [[generative-ai]] writing system that assumes initiative over domain discovery while the author retains initiative over narrati…
📄 Anchor Is the Key: Toward Accessible Automated Essay Scoring with Large Language Models Through Prompting
> **Synthesis:** Choi, Tate, Ritchie, Nixon & Warschauer (2025) investigate the most practical approach to LLM-based automated essay scoring — prompting — and find that providing anchor papers (exampl…
🏷️ Automated Essay Scoring
> **Automated Essay Scoring (AES)** — the use of AI to evaluate and score written essays, spanning traditional statistical approaches, fine-tuned language models, and increasingly accessible LLM-based…
🏷️ Language Learning
> **Language Learning** — the study of how AI supports second language (L2) acquisition, writing development, and linguistic diversity in educational settings. AI in education research in this wiki sp…
🏷️ AI in Writing Education
> **AI in writing education** — the use of AI tools for writing instruction, assessment, feedback, and the study of how generative AI reshapes the writing process itself. Writing education is one of t…
📄 The agency gap in AI-supported writing: how reactive and proactive agent designs shape multimodal reasoning
A randomized experiment (n = 79 medical/nursing students) examining how the **initiative design** of an AI writing agent shapes reasoning, agency, and immediate independent performance. Students compl…
📄 From Planning to Revision: How AI Writing Support at Different Stages Alters Ownership
> Gero, Long, Schnitzler & Dhillon (2026, DIS '26) ran a between-subjects essay study (n = 253) showing that **where** AI support enters the writing process determines how much students feel they own …
📄 Generative AI and linguistic diversity in academic writing and publishing: Perspectives from World Englishes
Structured scholarly dialogue among five sociolinguists examining how GenAI tools influence academic writing practices, reinforce or disrupt linguistic hierarchies, and impact the legitimacy of divers…
📄 Stop Writing for Me: Generative Refusal in AI Tools for Thought
Position paper exploring "Generative Refusal" — AI tools that strategically withhold text generation to demand user articulation, functioning as a Maieutic Partner rather than a cognitive offloading t…
📄 ICLE++: Modeling Fine-Grained Traits for Holistic Essay Scoring
Introduces ICLE++, a new annotated corpus of persuasive student essays that addresses critical limitations of the dominant ASAP benchmark in [[automated-essay-scoring]] research. Unlike ASAP — used by…
🏷️ Open Source
> **Open-source** AI in education is studied in [[lata-ferpa-compliant-local-llm-autograder]], [[vismatic-secure-sandbox-cs-education]], and [[open-source]] (tag) pages: local open models address [[pr…
📄 A study of GenAI usage by Design Students: Analysis of Survey Results and Journals of AI practices at the Politecnico di Milano in 2025/2026
This survey of design students at the Politecnico di Milano (2025/2026), paired with AI-use journals kept during research assignments, examines how [[generative-ai]] enters the design process. Reporte…
📄 Student Evaluation of Repeated AI Feedback Across a Semester of Writing
This short paper provides rare descriptive classroom evidence on what happens when students repeatedly use generative-AI feedback across a full semester of writing coursework. Drawing on 2,988 reflect…
📄 Measuring How Students Rely on Generative AI in Academic Writing: Development and Multi-Source Validation of the Generative AI Reliance Types Scale (GenAI-RTS)
As generative AI (GenAI) becomes embedded in undergraduate academic writing, *how* students rely on these tools — not merely whether they use them — has emerged as a core question for [[academic-integ…
📄 AI tools in Arab University English classrooms: Looking back and forward
This paper aims to synthesize empirical research on AI tools used to support English as a second/foreign language (EL2) learners in Arab University classrooms (AUCs) between Jan 1st 2023 and Aug 31st …
📄 Four Types of LLM Reliance and Their Predictors Among Undergraduate Writers: A Mixed-Methods Study at a Minority-Serving R1 University
Hossain (2026) develops a typology of LLM reliance among undergraduate writers at a minority-serving R1 institution, identifying four distinct profiles: strategic scaffolders who use AI for idea gener…
📄 PsyScore: A Psychometrically-Aware Framework for Trait-Adaptive Essay Scoring and ZPD-Scaffolded Feedback
> **Wei Xia, Jin Wu, Haoran Shi, Xiangyu Wang, Chanjin Zheng** (2026). East China Normal University / arXiv cs.CL preprint…
📄 From Memorization to Creation: Evaluating the Cognitive Depth of LLM-Generated Educational Questions
LLM-generated educational questions show varying cognitive depth; models excel at factual recall but struggle with higher-order thinking questions per Bloom's taxonomy. From Memorization to Creation: …
📄 Contaminated Collaboration: Measuring Gender Bias Transfer in LLM-Assisted Student Writing
> **Ariyan Hossain, Kazi Kamruzzaman Rabbi, Farig Sadeque, S M Taiabul Haque** (2026). arXiv cs.CL…
📄 AiAWE: An Open-Source LLM Automated Writing Evaluation System Using LoRA-Adapted Instruction-Tuned Models
Gayed presents **AiAWE**, an open-source [[automated-grading|automated writing evaluation]] (AWE) system that scores argumentative essays using a LoRA-adapted instruction-tuned [[llm|large language mo…
📄 Profiling cognitive offloading in LLM-mediated synthesis writing: Volume vs. content
**Oleksandra Poquet, Mani Shankar Nanduri, Maria Ximena Salinas Loyer, Matthias Stadler, Michael Sailer, Jelena Jovanovic** — Accepted at EC-TEL 2026 — cs.HC, cs.ET This study compares two approaches …
📄 FOXGLOVE: Comparing Goal-Oriented Writing Feedback from Experts and LLMs
Introduces **FOXGLOVE**, a dataset of 696 feedback comments by trained writing instructors on 69 twelfth-grade argumentative essays, paired with 1,644 comments from four frontier LLMs — totaling 2,340…
📄 Tracing GenAI Literacy: Student-AI Interaction Patterns in Academic Writing
> Identifies interaction signatures of LLM literacy using Epistemic Network Analysis (ENA) on logs from 162 students. High-literacy students exhibit iterative, strategic refinement and dense cognitive…
📄 It's OK Because...": The Wild West of Student Rationalization of AI Use in Academic Writing
Generative AI challenges academic integrity not only by enabling students to delegate substantial portions of their academic work, but also by blurring the ethical boundaries by which students disting…
📄 Smaller, Younger, and More Impactful: How AI-Assisted Writing Transforms Research Teams
**AI-Assisted Writing Transforms Research Teams** challenges the longstanding "Big Science" trend toward ever-larger teams, showing that AI writing tools enable smaller, younger research teams to prod…
📄 It Felt a Bit Eerie": Exploring Humanlike Interactions During Collaborative Writing with an Artificial Agent
This comparative user study (n=48) examines how the temporal and visual dimensions of AI collaboration shape the experience of [[writing-education|writing tasks]], revealing that humanlike design feat…
📄 MindCopilot: Towards Formalizing and Evaluating Granular Human-LLM Co-Writing
MindCopilot introduces a formal framework for evaluating human-LLM co-writing that shifts from output-only metrics (BLEU, ROUGE) to **interaction-aware evaluation**. The paper models co-writing as a *…
📄 What Makes Words Hard? Sakura at BEA 2026 Shared Task on Vocabulary Difficulty Prediction
🔗 [Code](https://github.com/adno/vocabulary-difficulty) This paper presents two complementary approaches to predicting vocabulary difficulty for language learners, achieving state-of-the-art results …
📄 Generative AI Feedback, English Writing and Teacher Rubrics: A Multiple-Case Study of CyberScholar
RAG-based rubric-grounded GenAI writing feedback improved student revision quality (N=143, grades 7-11) and saved teacher time, but automated ratings were inconsistent. CyberScholar demonstrates rubri…
📄 Prober.ai: Gated Inquiry-Based Feedback via LLM-Constrained Personas for Argumentative Writing
> A web-based writing environment that inverts the AI-tutoring paradigm: rather than generating improved text for students, Prober.ai constrains an LLM to ask only targeted inquiry-based questions abo…
📄 A meta-analysis of the effect of generative AI on productivity and learning in programming
> Maier, Gunzenhäuser & Schweisthal (2026) conduct a **meta-analysis synthesizing evidence** on how generative AI tools affect both programming productivity and learning outcomes. This is a **confiden…
📄 Towards Self-Referential Analytic Assessment: A Profile-Based Approach to L2 Writing Evaluation with LLMs
> Bannò, Knill & Gales (2026) propose a paradigm shift in automated essay scoring: from **inter-learner ranking** to **intra-learner profiling**. Instead of asking "how does this essay rank against ot…
📄 Thinking Through AI: Advancing Cognitive and Collaborative Research for AI in Education
> **Synthesis:** Tzirides, Galla, Cope & Kalantzis (2025) introduce the "Thinking Through AI" framework combining cognitive labs, think-aloud protocols, and cyber-social methods. A pilot with 30 stude…