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Essay X-Ray: Using an In-House Academic Writing Tool to Scaffold Academic Skills Support

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Title: Essay X-Ray: Using an In-House Academic Writing Tool to Scaffold Academic Skills Support
Language: English
Authors: Laura Key, Chris Till, Joe Maxwell
Source: Journal of Learning Development in Higher Education. 2024 (30).
Availability: Association for Learning Development in Higher Education. 33 Lower Road, Salisbury, Wiltshire, SP2 9NB, UK. e-mail: admin@aldinhe.ac.uk; Web site: https://jldhe.aldinhe.ac.uk/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Essays, Writing (Composition), Academic Language, Writing Assignments, Independent Study, Pacing, Artificial Intelligence, Text Structure, Technology Uses in Education, Undergraduate Students, Foreign Countries
Geographic Terms: United Kingdom
ISSN: 1759-667X
Abstract: This paper introduces a project to develop a digital academic writing tool at Leeds Beckett University (LBU). Essay X-ray is an interactive online tool designed to help students get to grips with the structure and style of academic writing and was developed using the Articulate Storyline 360 platform. The aim was to expand LBU's academic skills support for students tasked with essay assignments, especially at Level 4 (first year, undergraduate), enabling independent learning using a self-paced format available open access and 24/7. This would complement existing academic skills provision (one-to-ones, workshops, drop-ins, static online resources), with the interactive element facilitating active, hands-on learning (Lumpkin, Achen and Dodd, 2015). Following a successful development, review and rollout process, the utility of Essay X-ray as an independent learning tool but also as a classroom resource was reported by students and colleagues. Tentative talks about additional versions (Dissertation X-ray, Report X-ray) have taken place, indicating its potential for rollout to other subject areas and assessment types. Finally, in-house digital academic skills tools like Essay X-ray are posited as a potential response to the recent upsurge in Generative Artificial Intelligence (GenAI) tools. Essay X-ray requires users to think critically about essay structure, style and content to create their own original pieces of writing, thus responding to questions about the maintenance of academic integrity in a digital world. These features enable users to develop their essay writing skills, in contrast to passive engagement with a GenAI programme that merely writes an answer for them.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1431518
Database: ERIC
FullText Text:
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  Data: Essay X-Ray: Using an In-House Academic Writing Tool to Scaffold Academic Skills Support
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  Data: <searchLink fieldCode="AR" term="%22Laura+Key%22">Laura Key</searchLink><br /><searchLink fieldCode="AR" term="%22Chris+Till%22">Chris Till</searchLink><br /><searchLink fieldCode="AR" term="%22Joe+Maxwell%22">Joe Maxwell</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Learning+Development+in+Higher+Education%22"><i>Journal of Learning Development in Higher Education</i></searchLink>. 2024 (30).
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  Data: Association for Learning Development in Higher Education. 33 Lower Road, Salisbury, Wiltshire, SP2 9NB, UK. e-mail: admin@aldinhe.ac.uk; Web site: https://jldhe.aldinhe.ac.uk/
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  Data: This paper introduces a project to develop a digital academic writing tool at Leeds Beckett University (LBU). Essay X-ray is an interactive online tool designed to help students get to grips with the structure and style of academic writing and was developed using the Articulate Storyline 360 platform. The aim was to expand LBU's academic skills support for students tasked with essay assignments, especially at Level 4 (first year, undergraduate), enabling independent learning using a self-paced format available open access and 24/7. This would complement existing academic skills provision (one-to-ones, workshops, drop-ins, static online resources), with the interactive element facilitating active, hands-on learning (Lumpkin, Achen and Dodd, 2015). Following a successful development, review and rollout process, the utility of Essay X-ray as an independent learning tool but also as a classroom resource was reported by students and colleagues. Tentative talks about additional versions (Dissertation X-ray, Report X-ray) have taken place, indicating its potential for rollout to other subject areas and assessment types. Finally, in-house digital academic skills tools like Essay X-ray are posited as a potential response to the recent upsurge in Generative Artificial Intelligence (GenAI) tools. Essay X-ray requires users to think critically about essay structure, style and content to create their own original pieces of writing, thus responding to questions about the maintenance of academic integrity in a digital world. These features enable users to develop their essay writing skills, in contrast to passive engagement with a GenAI programme that merely writes an answer for them.
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      – Text: English
    PhysicalDescription:
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        PageCount: 13
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      – SubjectFull: Essays
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Academic Language
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      – SubjectFull: Writing Assignments
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      – SubjectFull: Independent Study
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      – SubjectFull: Pacing
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      – SubjectFull: Artificial Intelligence
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      – SubjectFull: Text Structure
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Foreign Countries
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      – SubjectFull: United Kingdom
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