Reviewer Guidelines: Writing Analytics in the Classroom

Reviewer Guidelines: Writing Analytics in the Classroom

Analytics operates at the intersection of many fields, including writing studies, educational measurement, massive data analysis, digital learning ecologies, and ethical philosophy. Intended to give voice to an emerging community, the journal is devoted to programs of research providing evidence of fair, reliable, and valid analytics. 

We have provided detailed Author Guidelines for Articles on Writing Analytics in the Classroom. Based on those guidelines, the categories below ask reviewers to make a series of analytic judgements on each section of the manuscript. After providing scores, reviewers are then asked to provide notes in which they justify and explain their assessment of the given section of the manuscript.

Note to Reviewers: Pedagogical articles focus on classroom or workplace implementation of writing analytics and its impact on students and learners in non-academic settings. As such, these articles, written by teacher-researchers, employ all forms case study methods and welcome small samples. While writing analytics focused on learners can surely be Research Articles, this genre emphasizes the need for new instructional applications for learners. Emphasis on instructional design, teaching strategies, and student experiences are hallmarks of this genre, consistent with traditions of teacher research.

This genre is intended to provide flexibility as we encourage writing analytics innovations in classrooms. Comment on the categories that exist, and add sections that exist in the specific article you are reviewing.

Publishing Recommendation

Please select only one recommendation:	Publish as is	Publish with minor changes	Revise and resubmit	Reject
Please briefly explain your decision:

 

Comment Category: Scopus and Structured Abstracts

 

Both the Scopus and Structured Abstracts present a comprehensive overview of the classroom study.

Very Strongly Agree	Strongly Agree	Agree	Disagree	Strongly Disagree	Very Strongly Disagree
6	5	4	3	2	1

 

Notes on Abstracts:

 

Comment Category: Introduction

 

The introduction section establishes the writing analytics instructional case to be examined.

 

Very Strongly Agree	Strongly Agree	Agree	Disagree	Strongly Disagree	Very Strongly Disagree
6	5	4	3	2	1

 

Notes on Introduction:

 

Comment Category: Literature Review

 

The literature positions the reported teaching application in the context of work by other researchers, identifies needed pedagogies, and establishes justification for the present study.

 

Very Strongly Agree	Strongly Agree	Agree	Disagree	Strongly Disagree	Very Strongly Disagree
6	5	4	3	2	1

 

Notes on Literature Review:

 

Comment Category: Case Study Design

 

The case study design positions the teaching application within a range of designs (e.g., explorative, descriptive, explanatory, or mixed methods. (For more on case study design, see the Institute of Education Studies Single-Case Design Technical Documentation.) As well, this section establishes the following: institutional description (e.g., for US post-secondary intuitions, information from the Integrated Postsecondary Education Data System; for US industries, the US Bureau of Labor Statistics). A theoretical framework may be added to establish the teaching case within a range of pedagogical theories (e.g, process, post-process, sociocognitive, sociocultural, genre, and action). If the study includes methods and research questions, these may be added in their own sections and included in the comments here.

 

Very Strongly Agree	Strongly Agree	Agree	Disagree	Strongly Disagree	Very Strongly Disagree
6	5	4	3	2	1

 

Notes on Case Study Design:

 

Comment Category: Classroom Implementation and Outcomes

 

The classroom implementation section provides a process-oriented guide to the teaching application, with special attention the ability to replicate the instructional plan across learning groups, learner responses, and outcomes.

 

Very Strongly Agree	Strongly Agree	Agree	Disagree	Strongly Disagree	Very Strongly Disagree
6	5	4	3	2	1

 

Notes on Classroom Implementation:

 

Comment Category: Generalization Inferences and Further Research

 

The generalization inferences describe the possibility of classroom implementation beyond the present study, with special attention paid to the limits of generalization and the advancements needed to overcome barriers.  Authors should conclude the manuscript with directions for further research intended to advance the pedagogical application reported in the study.

 

Very Strongly Agree	Strongly Agree	Agree	Disagree	Strongly Disagree	Very Strongly Disagree
6	5	4	3	2	1

 

Notes on Generalization Inferences and Further Research:

 

Reviewer Notes

Please provide any additional integrative notes on the manuscript related to your publishing recommendation.