Abstract We investigate students’ implementation of the feedback messages they received in an automated writing evaluation system (eRevise) that aims to improve students’ use of text evidence in their writing. Seven 5th and 6th-grade teachers implemented eRevise (n = 143 students). Qualitative analysis of students’ essays across first and second drafts suggests that the majority of students made changes to their essays that were in line with the feedback they received, though few of these changes resulted in substantive improvement in essay quality. Twenty percent of students did not attempt to implement the feedback; these students generally made small changes to wording or mechanics. In response to the feedback to add more evidence, students whose essays did not improve or showed only slight improvement frequently added in evidence that was not text based or repeated evidence already present in the first draft. When prompted to explain how the evidence they included connected to their claim, many students paraphrased the evidence, added a short conclusion, or explained generally how the evidence supports claims (not how this was instantiated in their writing). Implications for teaching argument writing and for designing AWE systems that support students to successfully revise their essays are discussed.

中文翻译：

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eRevis(ing)：学生在自动写作评估系统中对文本证据使用的修订

摘要 我们调查了学生在自动写作评估系统 (eRevise) 中收到的反馈信息的实施情况，该系统旨在提高学生在写作中对文本证据的使用。七名 5 年级和 6 年级教师实施了 eRevise（n = 143 名学生）。对初稿和第二稿学生论文的定性分析表明，大多数学生根据他们收到的反馈对他们的论文进行了修改，尽管这些改动很少导致论文质量的实质性提高。20% 的学生没有尝试实施反馈；这些学生通常对措辞或技巧进行了小幅改动。针对反馈添加更多证据，论文没有提高或只有轻微提高的学生经常添加不是基于文本的证据或初稿中已经存在的重复证据。当被提示解释他们所包含的证据如何与他们的主张相关联时，许多学生对证据进行了解释，添加了一个简短的结论，或概括地解释了证据如何支持主张（而不是如何在他们的写作中举例说明）。讨论了对教授论证写作和设计支持学生成功修改论文的 AWE 系统的影响。或一般性地解释证据如何支持主张（而不是在他们的写作中如何实例化）。讨论了对教授论证写作和设计支持学生成功修改论文的 AWE 系统的影响。或一般地解释证据如何支持主张（而不是在他们的写作中如何实例化）。讨论了对教授论证写作和设计支持学生成功修改论文的 AWE 系统的影响。