Automated support for micro-level revision targeting factual knowledge is well represented, whereas tools supporting writing strategies and self-monitoring for macro-level text quality are infrequent¶
Claim · All claims
Evidence · 1 study · reviewr?·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Automated support for revising on the micro-level targeting factual knowledge (e.g., grammar, spelling, word frequencies) is well represented, whereas tools that support the development of writing strategies and encourage self-monitoring to improve macrolevel text quality (e.g., argumentative structure, rhetorical moves) are infrequent. → Strobl 2019
Evidence¶
Strobl 2019¶
Strobl, Carola; Ailhaud, Emilie; Benetos, Kalliopi; Devitt, Ann; Kruse, Otto. (2019). Digital support for academic writing : a review of technologies and pedagogies. Computers & Education. https://doi.org/10.1016/j.compedu.2018.12.005
q2 · i? · review · r?
The review reports that micro-level revision support targeting "grammar, spelling, word frequencies" is well represented among the 44 tools, while tools supporting "writing strategies and encourage self-monitoring" for macro-level quality are infrequent.
"With regard to the pedagogical focus, automated support for revising on the micro-level targeting factual knowledge (e.g., grammar, spelling, word frequencies) is well represented, whereas tools that support the development of writing strategies and encourage self-monitoring to improve macrolevel text quality (e.g., argumentative structure, rhetorical moves) are infrequent."
Discussion¶
Related Claims¶
- Available tools are imbalanced with regard to supported languages and genres, with argumentative essay writing in English over-represented — related
- Tool type shapes learning activity: annotation users perform more macro-actions, hyperlink users more micro-actions — related
- Students reported recognizing writing improvements after revising in response to AI feedback, with observed rubric-score gains on resubmission — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
strobl-2019-micro-macro-pedagogical-imbalance |
title |
Automated support for micro-level revision targeting factual knowledge is well represented, whereas tools supporting writing strategies and self-monitoring for macro-level text quality are infrequent |
description |
Automated support for micro-level revision targeting factual knowledge is well represented, whereas tools supporting writing strategies and self-monitoring for macro-level text quality are infrequent |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-30 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — strobl-2019 |
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