HARRY's second-stage editing prompts improved James' sentence constructions, reducing 'and' overuse and improving vocabulary variety¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? After the editing stage, James' percentage of 'and's dropped from 7.1% to 4.7%, close to his control score of 4.2%. → C.E. Holdich 2004

Evidence¶

C.E. Holdich 2004¶

C.E. Holdich, P.W.H. Chung and R.G. Holdich. (2004). Improving children's written grammar and style: revising and editing with HARRY. Computers & Education, Vol 42, pp1-23. https://creativecommons.org/licenses/by-nc-nd/2.5/

q1 · i? · causal · r1

CHECK TEXT analysis of James' second (editing) stage shows the reported drop in 'and' use; the article adds that reducing 'and's helped improve variety of vocabulary, which "increased by 7% at the second stage", and mean words per sentence improved from 23.3 to 17.3.

"After the editing stage, the percentage of ands dropped from 7.1% to 4.7%, a similar score to that achieved by the control story (4.2%)."

Discussion¶

Related Claims¶

• HARRY-assisted stories received more 'good' CHECK TEXT grammar and style reports than control stories in the case studies — a narrower finding that bears on this claim
• Editing suggestions restored but did not fully correct Sophie's punctuation: her final draft showed no improvement in full-stop use over control — related
• Reflecting on vocabulary and sentence revision during the composing stage temporarily degraded children's use of full stops and basic connectives — related