Essay x-ray: using an in-house academic writing tool to scaffold academic skills support

Authors

DOI:

https://doi.org/10.47408/jldhe.vi30.1151

Keywords:

academic skills, essay writing, interactive, academic support, technologies for learning

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, 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. 

Author Biographies

Laura Key, York St John University

Laura Key obtained her PhD from the University of Manchester and lectured in American Literature before moving into learning development, most recently at Leeds Beckett University (2018-2023). Currently, Laura is a Lecturer in Academic Practice at York St John University, Co-chair of the ALDinHE LearnHigher Working Group and a Senior Fellow of AdvanceHE. 

Christopher Till, Leeds Beckett University

Chris Till was awarded a PhD from the University of Leeds and is now a Senior Lecturer in Sociology at Leeds Beckett University. He teaches, researches, and publishes in the sociology of health and technologies and is a fellow of Advance HE.

Joe Maxwell, Leeds Beckett University

Joe Maxwell holds an MSc in Creative Technology from Leeds Metropolitan University and is currently a Digital Learning Designer at Leeds Beckett University, designing and building online resources in collaboration with the Library Academic Support Team.

References

AlHassan, L. and Wood, D. (2015) ‘The effectiveness of focused instruction of formulaic sequences in augmenting L2 learners' academic writing skills: a quantitative research study’, Journal of English for Academic Purposes, 17, pp.51-62. https://doi.org/10.1016/j.jeap.2015.02.001.

Articulate (2023). Available at: https://articulate.com/ (Accessed: 1 November 2023).

Bhatt, I. and MacKenzie, A. (2019) ‘Just Google it! Digital literacy and the epistemology of ignorance’, Teaching in Higher Education 24(3), pp. 302-317. https://doi.org/10.1080/13562517.2018.1547276.

Bryan, C. and Clegg, K. (2019) Innovative assessment in higher education: a handbook for academic practitioners. 2nd edn. Abingdon: Routledge.

De Paor, S. and Heravi, B. (2020) ‘Information literacy and fake news: how the field of librarianship can help combat the epidemic of fake news’, Journal of Academic Librarianship, 46(5), 102218, https://doi.org/10.1016/j.acalib.2020.102218.

Elliott, S., Hendry, H., Ayres, C., Blackman, K., Browning, F., Colebrook, D., Cook, C., Coy, N., Hughes, J., Lilley, N. and Newboult, D. (2019) ‘“On the outside I’m smiling but inside I’m crying”: communication successes and challenges for undergraduate academic writing’, Journal of Further and Higher Education, 43(9), pp.1163-1180. https://doi.org/10.1080/0309877X.2018.1455077.

Kaushik, M.K. and Verma, D. (2020) ‘Determinants of digital learning acceptance behavior: a systematic review of applied theories and implications for higher education’, Journal of Applied Research in Higher Education, 12(4), pp.659-672. https://doi.org/10.1108/JARHE-06-2018-0105

Lumpkin, A., Achen, R.M. and Dodd, R.K. (2015) ‘Student perceptions of active learning’, College Student Journal, 49(1), pp.121-133.

Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H. and Alharbi, H. (2022) ‘The Covid-19 pandemic and E-learning: challenges and opportunities from the perspective of students and instructors’, Journal of Computing in Higher Education, 34, pp.21-38. https://doi.org/10.1007/s12528-021-09274-2.

Matthews, K. E. (2016) ‘Students as partners as the future of student engagement’, Student Engagement in Higher Education Journal, 1(1), pp. 1-5. Available at: https://sehej.raise-network.com/raise/article/view/380 (Accessed: 23 March 2024).

Megahed, N. and Ghoneim, E. (2022) ‘Blended learning: the new normal for post-Covid-19 pedagogy’, International Journal of Mobile and Blended Learning, 14(1), pp.1-15. https://doi.org/10.4018/IJMBL.291980.

Morris, L. and Key, L. (2023) Why can’t it be like it was before? Changing forms and perceptions of library academic skills support’, Academic Libraries North Conference 2023. Leeds, 21-22 June.

Peters, E. and Pauwels, P. (2015) ‘Learning academic formulaic sequences’, Journal of English for Academic Purposes, 20, pp.28-39. https://doi.org/10.1016/j.jeap.2015.04.002.

Nerantzi, C. (2020) ‘The use of peer instruction and flipped learning to support flexible blended learning during and after the Covid-19 pandemic’, International Journal of Management and Applied Research, 7(2), pp.184-195. https://doi.org/10.18646/2056.72.20-013.

Skills for Learning (2022) Essay X-ray. Available at: https://libguides.leedsbeckett.ac.uk/essay-x-ray (Accessed: 1 November 2023).

Smith, M. and Traxler, J. (2022) Digital learning in higher education: Covid-19 and beyond. Cheltenham: Edward Elgar.

Wekerle, C., Daumiller, M. and Kollar, I. (2022) ‘Using digital technology to promote higher education learning: the importance of different learning activities and their relations to learning outcomes’, Journal of Research on Technology in Education, 54(1), pp.1-17. https://doi.org/10.1080/15391523.2020.1799455

Zaphir, L. and Lodge, J. M. (2023) Is critical thinking the answer to generative AI? Times Higher Education, Available at: https://www.timeshighereducation.com/campus/critical-thinking-answer-generative-ai (Accessed: 26 January 2024).

Downloads

Published

27-03-2024

How to Cite

Key, L., Till, C. and Maxwell, J. (2024) “Essay x-ray: using an in-house academic writing tool to scaffold academic skills support”, Journal of Learning Development in Higher Education, (30). doi: 10.47408/jldhe.vi30.1151.

Issue

Section

Case Studies