Assessing aspects of children's written grammar: automating the process

Teachers are expected to make regular assessments of pupils' writing, providing feedback about their strengths and weaknesses. If the computer could assist teachers in this task by effectively analysing the grammar element in children's writing, then the teacher's work load would be significantly reduced. A computer generated 'text analysis' of grammatical features would have the benefit of providing diagnostic information systematically and efficiently. Although text analysis is not new, it is generally restricted to applications aimed at adults. The development of a quantitative text analysis program, specifically geared to analysing children's writing was therefore considered profitable. This required an understanding of the development of children's writing abilities and the criteria of the National Curriculum levels of attainment for the Standard Assessment Tasks (SATs). Ten grammar features were selected for analysis. Stories reflecting the spread of attainment associated with the end of Key Stage 2 were analysed. The computer successfully distinguished positive and negative grammar features within these texts. Nevertheless, an assessment of qualitative genre details made by teachers will still be required, in order to provide a balanced assessment which includes all elements that contribute to effective writing

Improving children's written grammar and style: revising and editing with HARRY

Children usually improve their writing in response to teacher comments. HARRY is a computer tutor, designed to assist children improve their narrative writing, focusing particularly upon grammar and style. Providing assistance involved identifying aspects of grammar and style on which to concentrate, including ways to enable the computer to detect weaknesses and then present information concerning how to make improvements. HARRY delivers general, conversational style suggestions for how to revise a text during composition, followed by editing suggestions targeting specific grammar and style weaknesses detected in the text. Finally, spellings and technical errors are corrected in MS Word. Evaluating a writing intervention strategy is problematic, as paradoxically, attempts by children to improve texts, can result in a deterioration in some aspects of writing quality. Four case studies are presented to demonstrate the effects of the HARRY writing system upon children's grammar and style. Each child wrote a control and a HARRY assisted story. HARRY's effectiveness at improving written grammar and style is demonstrated through analyses made of the narratives by CHECK TEXT, a utility tool which calculates and interprets quantitative data. Separate analysis of each stage of the HARRY assisted stories reveals the idiosyncratic pattern of improvement exhibited by each child

A ‘computer tutor’ to assist children develop their narrative writing skills : conferencing with HARRY

The purpose of this study was to test the hypothesis that a computer tool can change the way children approach the task of writing and improve their writing performance. HARRY, a web-based computer tutor, provides a Vygotskian-like scaffolding of the knowledge transforming mature writing process and presents it to children individually in a conference situation. The effects of the computer tutor are analysed by comparing stories produced by three children of varied writing ability, who wrote a control and a HARRY assisted story, and by observing the children as they wrote. A control group also wrote two stories without receiving assistance for either story. The study's hypothesis was confirmed. With HARRY's assistance, the children wrote better stories and employed the revision process characteristic of mature writers. Vygotsky's work suggests that children will learn to adopt the mature approach from repeated use of the system and that the scaffolding should be reduced gradually. However, as the system relied upon the children's willingness to first request, then act upon the available guidance, the system would benefit from further development to ensure children interact sufficiently with HARRY