A Cognitive Technology to Teach Composition Skills: Four Studies with the R-Wise Writing Tutor

Abstract

Four studies examined the effectiveness of user-adaptive computer-aided instruction that explicitly models the cognitive processes of composing for developmental writers, and is integrated with classroom composition instruction. The four school-year studies were designed to build on each other, each informing design improvements to a writing tutor named Reading and Writing in a Supportive Environment (R-WISE) as well as informing subsequent research designs. The first year study (N = 852) compared traditional classroom controls with R-WISE treatment classrooms. The second year study (N = 1,151) compared students using R-WISE with students using a word processor. The third year study (N = 1,277) measured the effect of the teacher's instructional style, and the level of student control over the R-WISE software, on student performance. The fourth year study (N = 617) replicated previous studies. The treatment groups for the four studies each posted significant gains over controls on most holistic and analytical measures of writing quality. The results of testing multiple design factors of R-WISE demonstrated the efficacy of long-term evaluation and enhancement of user-adaptive writing software in a field-based context.