Writing publications

Books and proceedings

McNamara, D. S., Graesser, A. C., McCarthy, P. M., & Cai, Z. (2014). Automated Evaluation of Text and Discourse with Coh-Metrix. Cambridge University Press. https://doi.org/10.1017/cbo9780511894664

Crossley, S. A., & McNamara, D. S. (Eds.). (2016). Adaptive educational technologies for literacy instruction. Routledge. https://doi.org/10.4324/9781315647500

Journal articles, book chapters, proceedings, encyclopedia articles, and book reviews

McCarthy, P.M., Lewis, G.A., Dufty, D.F., & McNamara, D.S. (2006). Analyzing writing styles with Coh-Metrix. In Proceedings of the Florida Artificial Intelligence Research Society International Conference (FLAIRS) (pp. 764-770).

McCarthy, P.M., Lehenbauer, B.M., Hall, C., Duran, N.D., Fujiwara, Y., & McNamara, D.S. (2007). A Coh-Metrix analysis of discourse variation in the texts of Japanese, American, and British Scientists. Foreign Languages for Specific Purposes, 6, 46-77.

McCarthy, P.M., Renner, A.M., Duncan, M.G., Duran, N.D., Lightman, E.J., & McNamara, D.S. (2008). Identifying topic sentencehood. Behavior Research and Methods, 40, 647-664.

Crossley, S.A. & McNamara, D.S. (2009). Computational assessment of lexical differences in L1 and L2 writing. Journal of Second Language Writing, 18, 119-135.

Dempsey, K.B., McCarthy, P.M., Myers, J.C., Weston, J., & McNamara, D.S. (2009). Determining paragraph type from paragraph position. In C.H. Lane & H.W. Guesgen (Eds.), Proceedings of the 22nd International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 33-38) Menlo Park, CA: The AAAI Press.

McCarthy, P.M., Hall, C., Duran, N.D., Doiuchi, M., Duncan, B., Fujiwara, Y., & McNamara, D.S. (2009). Analyzing journal abstracts written by Japanese, American, and British scientists using Coh-Metrix and the Gramulator. The ESPecialist, 30, 141-173.

Crossley, S.A. & McNamara, D.S. (2010). Cohesion, coherence, and expert evaluations of writing proficiency. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 984-989). Austin, TX: Cognitive Science Society.

Crossley, S. A., & McNamara, D. S. (2010). Interlanguage talk: What can breadth of knowledge features tell us about input and output differences? In H. W. Guesgen & C. Murray (Eds.), Proceedings of the 23rd International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 229-234). Menlo Park, CA: The AAAI Press.

McNamara, D.S., Crossley, S.A., & McCarthy, P.M. (2010). Linguistic features of writing quality. Written Communication, 27, 57-86.

Weston, J., Crossley, S.A., & McNamara, D.S. (2010). Towards a computational assessment of freewriting quality. In H.W. Guesgen & C. Murray (Eds.), Proceedings of the 23rd International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 283-288). Menlo Park, CA: The AAAI Press.

Crossley, S. A., Dempsey, K., & McNamara, D. S. (2011). Classifying paragraph types using linguistic features: Is paragraph positioning important? Journal of Writing Research, 3, 119-143.

Crossley, S. A., & McNamara, D. S. (2011). Shared features of L2 writing: Intergroup homogeneity and text classification. Journal of Second Language Writing, doi: 10.1016/j.jslw2011.05.007.

Crossley, S.A., & McNamara, D.S. (2011). Text coherence and judgments of essay quality: Models of quality and coherence. In L. Carlson, C. Hoelscher, & T.F. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society. (pp. 1236-1231). Austin, TX: Cognitive Science Society.

Crossley, S.A., & McNamara, D.S. (2011). Understanding expert ratings of essay quality: Coh-Metrix analyses of first and second language writing. IJCEELL, 21, 170-191.

Crossley, S. A., Roscoe, R., Graesser, A., & McNamara, D. S. (2011). Predicting human scores of essay quality using computational indices of linguistic and textual features. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of the 15th International Conference on Artificial Intelligence in Education. (pp. 438-440). Auckland, New Zealand: AIED.

Crossley, S. A., Salsbury, T., McNamara, D. S., & Jarvis, S. (2011). Predicting lexical proficiency in language learner texts using computational indices. Language Testing, 28, 562-580.

Crossley, S.A., Weston, J., McLain Sullivan, S.T., & McNamara, D.S.(2011). The development of writing proficiency as a function of grade level: A linguistic analysis. Written Communication, 28, 282-311.

Dai, J., Raine, R.B., Roscoe, R., Cai, Z., & McNamara, D.S. (2011). The Writing-Pal tutoring system: Development and design. Journal of Engineering and Computer Innovations, 2, 1-11.

O’Rourke, S., Calvo, R. A., & McNamara, D. S. (2011). Visualizing topic flow in students’ essays. Journal of Educational Technology & Society, 14, 4-15.

Raine, R.B., Mintz, L., Crossley, S.A., Dai, J., & McNamara, D.S. (2011). Text box size, skill, and iterative practice in a writing task. In R. C. Murray & P. M. McCarthy (Eds.), Proceedings of the 24th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 537-542). Menlo Park, CA: AAAI Press.

Roscoe, R.D., Crossley, S.A., Weston, J.L., & McNamara, D.S. (2011). Automated assessment of paragraph quality: Introductions, body, and conclusion paragraphs. In R. C. Murray & P. M. McCarthy (Eds.), Proceedings of the 24th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 281-286). Menlo Park, CA: AAAI Press.

Roscoe, R.D., Varner (Allen), L.K., Cai, Z., Weston, J.L., Crossley, S.A., & McNamara, D.S. (2011). Internal usability testing of automated essay feedback in an intelligent writing tutor. In R. C. Murray & P. M. McCarthy (Eds.), Proceedings of the 24th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 543-548). Menlo Park, CA: AAAI Press.

Rus, V., Feng, S., Brandon, R., Crossley, S.A., & McNamara, D.S. (2011). A linguistic analysis of student-generated paraphrases. In R. C. Murray & P. M. McCarthy (Eds.), Proceedings of the 24th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 293-298). Menlo Park, CA: AAAI Press.

Weston, J.L., Crossley, S.A., McCarthy, P.M., & McNamara, D.S. (2011). Number of words versus number of ideas: Finding a better predictor of writing quality. In R. C. Murray & P. M. McCarthy (Eds.), Proceedings of the 24th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 335-340). Menlo Park, CA: AAAI Press.

Bell, C., McCarthy, P.M., & McNamara, D.S. (2012). Using LIWC and Coh-Metrix to investigate gender differences in linguistic styles. In P.M. McCarthy & C. Boonthum-Denecke (Eds.), Applied natural language processing and content analysis: Identification, investigation, and resolution (pp. 545-556).Hershey, PA: IGI Global.

Brandon, R., Crossley, S. A., & McNamara, D. S. (2012). A linguistic analysis of expert-generated paraphrases. In P. M. McCarthy & G. M. Youngblood (Eds.), Proceedings of the 25th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 268-271). Menlo Park, CA: The AAAI Press.

Crossley, S. A., Cai, Z., & McNamara, D. S. (2012). Syntagmatic, paradigmatic, and automatic n-gram approaches to assessing essay quality. In P. M. McCarthy & G. M. Youngblood (Eds.), Proceedings of the 25th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 214-219). Menlo Park, CA: The AAAI Press.

Crossley, S. A., & McNamara, D. S. (2012). Detecting the first language of second language writers using automated indices of cohesion, lexical sophistication, syntactic complexity and conceptual knowledge. In S. Jarvis & S. A. Crossley (Eds.), Approaching language transfer through text classification: Explorations in the detection-based approach (pp. 106-126). Bristol, UK: Multilingual Matters.

Crossley, S.A., & McNamara, D.S. (2012). Predicting second language writing proficiency: The roles of cohesion and linguistic sophistication. Journal of Research in Reading, 53, 115-136. 

Di Sano, S., La Caprara, K., Rosa, A., Raine, R. B., & McNamara, D. S. (2012). Learning to write persuasive essays: A preliminary study on the effectiveness of an intelligent tutorial system with high school students. In C. Gelati, B. Arfe, & L. Mason (Eds.), Issues in writing research (pp. 214-220). Padua: CLEUP.

McCarthy, P.M., Dufty, D., Hempelman, C., Cai, Z., Graesser, A.C., & McNamara, D.S. (2012). Newness and givenness of information: Automated identification in written discourse. In P.M. McCarthy & C. Boonthum-Denecke (Eds.), Applied natural language processing and content analysis: Identification, investigation, and resolution (pp. 457-478). Hershey, PA: IGI Global.

McNamara, D.S., & Graesser, A.C. (2012). Coh-Metrix: An automated tool for theoretical and applied natural language processing. In P.M. McCarthy & C. Boonthum-Denecke (Eds.), Applied natural language processing and content analysis: Identification, investigation, and resolution (pp. 188-205). Hershey, PA: IGI Global.

McNamara, D.S., Raine, R., Roscoe, R., Crossley, S., Jackson, G.T., Dai, J., Cai, Z., Renner, A., Brandon, R., Weston, J., Dempsey, K., Carney, D., Sullivan, S., Kim, L., Rus, V., Floyd, R., McCarthy, P.M., & Graesser, A.C. (2012). The Writing-Pal: Natural language algorithms to support intelligent tutoring on writing strategies. In P.M. McCarthy & C. Boonthum-Denecke (Eds.), Applied natural language processing and content analysis: Identification, investigation, and resolution (pp. 298-311). Hershey, P.A.: IGI Global.

Proske, A., Narciss, S., & McNamara, D. S. (2012). Computer-based scaffolding to facilitate students’ development of expertise in academic writing. Journal of Research in Reading, 35, 136-152.

Renner, A., McCarthy, P.M., Boonthum, C., & McNamara, D.S. (2012). Maximizing ANLP evaluation: Harmonizing flawed input. In P.M. McCarthy & C. Boonthum-Denecke (Eds.), Applied natural language processing and content analysis: Identification, investigation, and resolution (pp. 438-456). Hershey, PA: IGI Global.

Roscoe, R., Kugler, D., Crossley, S., Weston, J., & McNamara, D. S. (2012). Developing pedagogically-guided threshold algorithms for intelligent automated essay feedback. In P. M. McCarthy & G. M. Youngblood (Eds.), Proceedings of the 25th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 466-471). Menlo Park, CA: The AAAI Press.

Weston, J., Crossley, S. A., & McNamara, D. S. (2012). Computationally assessing expert judgments of freewriting quality. In P.M. McCarthy & C. Boonthum-Denecke (Eds.), Applied natural language processing and content analysis: Identification, investigation, and resolution (pp. 365-382). Hershey, PA: IGI Global.

Crossley, S. A., Cobb, T., & McNamara, D. S. (2013). Comparing count-based and band-based indices of word frequency: Implications for active vocabulary research and pedagogical applications. System, 41, 965-981.

Crossley, S. A., Defore, C., Kyle, K., Dai, J., & McNamara, D. S. (2013). Paragraph specific n-gram approaches to automatically assessing essay quality. In S. K. D’Mello, R. A. Calvo, & A. Olney (Eds.), Proceedings of the 6th International Conference on Educational Data Mining (pp. 216-219). Heidelberg, Berlin, Germany: Springer.

Crossley, S. A., & McNamara, D. S. (2013). Text analysis tools for spoken response grading. Language Learning and Technology, 17, 171-192.

Crossley, S. A., Roscoe, R. D., & McNamara, D. S. (2013). Using automatic scoring models to detect changes in student writing in an intelligent tutoring system. In C. Boonthum-Denecke & G. M. Youngblood (Eds.), Proceedings of the 26th International Flordia Artificial Intelligence Research Society (FLAIRS) Conference (pp. 208-213). Menlo Park, CA: The AAAI Press.

Crossley, S. A., Varner (Allen), L. K., & McNamara, D. S. (2013). Cohesion-based prompt effects in argumentative writing. In C. Boonthum-Denecke & G. M. Youngblood (Eds.), Proceedings of the 26th Annual Flordia Artificial Intelligence Research Society (FLAIRS) Conference (pp. 202-207). Menlo Park, CA: The AAAI Press.

Crossley, S. A., Varner (Allen), L. K., Roscoe, R. D., & McNamara, D. S. (2013). Using automated cohesion indices as a measure of writing growth in intelligent tutoring systems and automated essay writing systems. In K. Yacef et al. (Eds.), Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED), (pp. 269-278). Heidelberg, Berlin: Springer.

Guo, L., Crossley, S. A., & McNamara, D. S. (2013). Predicting human judgments of essay quality in both integrated and independent second language writing samples: A comparison study. Assessing Writing, 18, 218-238.

Kyle, K., Crossley, S. A., Dai, J., & McNamara, D. S. (2013). Native language identification: A key ngrams approach. In Proceedings of the North American Association for Computational Linguistics (NAACL)(pp. 242).

McNamara, D. S. (2013). The epistemic stance between the author and reader: A driving force in the cohesion of text and writing. Discourse Studies, 15, 575-592.

McNamara, D. S., Crossley, S. A., & Roscoe, R. D. (2013). Natural language processing in an intelligent writing strategy tutoring system. Behavior Research Methods, 45, 499-515.

Roscoe, R. D., Brandon, R., Snow, E., & McNamara, D. S. (2013). Game-based writing strategy practice with the Writing Pal. In K. Pytash & R. Ferdig (Eds.), Exploring Technology for Writing and Writing Instruction (pp. 1-20). Hershey, PA: IGI Global.

Roscoe, R. D., & McNamara, D. S. (2013). Writing Pal: Feasibility of an intelligent writing strategy tutor in the high school classroom. Journal of Educational Psychology, ,105, 1010-1025.

Roscoe, R. D., Snow, E. L., Brandon, R. D, & McNamara, D. S. (2013). Educational game enjoyment, perceptions, and features in an intelligent writing tutor. In C. Boonthum-Denecke & G. M. Youngblood (Eds.), Proceedings of the 26th International Flordia Artificial Intelligence Research Society (FLAIRS) Conference (pp. 515-520). Menlo Park, CA: AAAI Press.

Roscoe, R. D., Snow, E. L., & McNamara, D. S. (2013). Feedback and revising in an intelligent tutoring system for writing strategies. In K. Yacef et al. (Eds.), Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED), (pp. 259-268). Heidelberg, Berlin: Springer.

Roscoe, R. D., Varner (Allen), L. K., Crossley, S. A., & McNamara, D. S. (2013). Developing pedagogically-guided threshold algorithms for intelligent automated essay feedback. International Journal of Learning Technology, 8, 362-381.

Varner (Allen), L. K., Roscoe, R. D., & McNamara, D. S. (2013). Evaluative misalignment of 10th-grade student and teacher criteria for essay quality: An automated textual analysis. Journal of Writing Research, 5, 35-59. doi: 10.17239/jowr-2013.05.01.2

Weston, J. L., & McNamara, D. S. (2013). Using multi-level models to assess data from an intelligent tutoring system. In S. K. D’Mello, R. A. Calvo, & A. Olney (Eds.), Proceedings of the 6th International Conference on Educational Data Mining (pp. 370-371). Heidelberg, Berlin, Germany: Springer.

Allen, L. K., Crossley, S. A., Snow, E. L., & McNamara, D. S. (2014). Game-based writing strategy tutoring for second language learners: Game enjoyment as a key to engagement. Language Learning and Technology, 18, 124-150.

Allen, L. K., Snow, E. L., Crossley, S. A., Jackson, G. T., & McNamara, D. S. (2014). Reading comprehension components and their relation to the writing process. L’année psychologique/Topics in Cognitive Psychology, 114, 663-691.

Allen, L. K., Snow, E. L., & McNamara, D. S. (2014). The long and winding road: Investigating the differential writing patterns of high and low skilled writers. In J. Stamper, Z. Pardos, M. Mavrikis, & B. M. McLaren (Eds.), Proceedings of the 7th International Conference on Educational Data Mining (pp. 304-307). London, UK: International Educational Data Mining Society.

Crossley, S. A., Allen, L. K., & McNamara, D. S. (2014). A multidimensional analysis of essay writing: What linguistic features tell us about situational parameters and the effects of language functions on judgments of quality. In T. B. Sardinha and M. V. Pinto (Eds.), Multi-dimensional analysis, 25 years on: A tribute to Douglas Biber (pp. 197-237). Philadelphia, PA: John Benjamins.

Crossley, S. A., Allen, L. K., & McNamara, D. S. (2014). Analyzing discourse processing using a simple natural language processing tool (SiNLP). Discourse Processes, 51, 511-534. [LINK]

Crossley, S. A., Kyle, K., Allen, L. K., & McNamara, D. S. (2014). The importance of grammar and mechanics in writing assessment and instruction: Evidence from data mining. In J. Stamper, Z. Pardos, M. Mavrikis, & B. M. McLaren (Eds.), Proceedings of the 7th International Conference on Educational Data Mining (pp. 300-303). London, UK.

Crossley, S. A., Kyle, K., Allen, L. K., Guo, L., & McNamara, D. S. (2014). Linguistic microfeatures to predict L2 writing proficiency: A case study in automated writing evaluation. Journal of Writing Assessment. [LINK]

Crossley, S. A., & McNamara, D. S. (2014). Developing component scores from natural language processing tools to assess human ratings of essay quality. In W. Eberle & C. Boonthum-Denecke (Eds.),Proceedings of the 27th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 381-386). Palo Alto, CA: AAAI Press.

Crossley, S. A., & McNamara, D. S. (2014). Does writing development equal writing quality? A computational investigation of syntactic complexity in L2 learners. Journal of Second Language Writing, 26, 66-79.

Crossley, S. A., Roscoe, R. D., & McNamara, D. S. (2014). What is successful writing? An investigation into the multiple ways writers can write high quality essays. Written Communication, 31, 181-214. Awarded John R. Hayes Award for Excellence in Research for 2014.

McNamara, D. S. & Schober, M. F. (Eds.). (2014). Society for Text and Discourse Annual Meeting 2013: Introduction to the Special Issue [Special issue]. Discourse Processes, 51(5-6), 357-358. https://doi.org/10.1080/0163853X.2014.915378 [PDF]

Proske, A., Roscoe, R. D., & McNamara, D. S. (2014). Game-based practice versus traditional practice in computer-based writing strategy training: Effects on motivation and achievement. Education Technology Research Development, 62, 481-505.

Roscoe, R. D., Allen, L. K., Weston, J. L., Crossley, S. A., & McNamara, D. S. (2014). The Writing Pal intelligent tutoring system: Usability testing and development. Computers and Composition, 34, 39-59.

Roscoe, R. D., Crossley, S. A., Snow, E. L., Varner (Allen), L. K., & McNamara, D. S. (2014). Writing quality, knowledge, and comprehension correlates of human and automated essay scoring. In W. Eberle & C. Boonthum-Denecke (Eds.), Proceedings of the 27th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 393-398). Palo Alto, CA: AAAI Press.

Roscoe, R. D., Varner(Allen), L. K., Snow, E. L., & McNamara, D. S. (2014). Designing usable automated formative feedback for intelligent tutoring of writing. In J. L. Polman, E. A. Kyza, D. K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O’Connor, T. Lee, & L. D’Amico (Eds.), Proceedings of the 11th International Conference of the Learning Sciences (ICLS), Volume 3, (pp. 1423-1425). Boulder, CO.

Allen, L. K. (2015). Who do you think I am? Modeling individual differences for more adaptive and effective instruction. In O. C. Santos, J. G. Boticario, C. Romero, M. Pechenizkiy, A. Merceron, P. Mitros, J. M. Luna, C. Mihaescu, P. Moreno, A. Hershkovitz, S. Ventura, & M. Desmarais (Eds.), Doctoral Consortium within the Proceedings of the 8th International Conference on Educational Data Mining (EDM 2015), (pp.659-661). Madrid, Spain

Allen, L. K., Crossley, & McNamara, D. S. (2015). Predicting misalignment between teachers’ and students’ essay scores using Natural Language Processing tools. In A. Mitrovic, F. Verdejo, C. Conati, & N. Heffernan (Eds.), Proceedings of the 17th International Conference on Artificial Intelligence in Education(AIED 2015), (pp. 529-532). Madrid, Spain: Springer.

Allen, L. K., & McNamara, D. S., (2015). Promoting self-regulated learning in an Intelligent Tutoring System for writing. In A. Mitrovic, F. Verdejo, C. Conati, & N. Heffernan (Eds.), Doctoral Consortium within the Proceedings of the 17th International Conference on Artificial Intelligence in Education (AIED 2015), (pp. 827-830). Madrid, Spain.

Allen, L. K., & McNamara, D. S. (2015). You are your words: Modeling students’ vocabulary knowledge with natural language processing. In O. C. Santos, J. G. Boticario, C. Romero, M. Pechenizkiy, A. Merceron, P. Mitros, J. M. Luna, C. Mihaescu, P. Moreno, A. Hershkovitz, S. Ventura, & M. Desmarais (Eds.), Proceedings of the 8th International Conference on Educational Data Mining (EDM 2015), (pp.258-265). Madrid, Spain: International Educational Data Mining Society.

Crossley, S. A., Kyle, K., & McNamara, D. S. (2015). To aggregate or not? Linguistic features in automatic essay scoring and feedback systems. The Journal of Writing Assessment, 8(1).[LINK]

Dascalu, M., Stavarache, L. L., Dessus, P., Trausan-Matu, S., McNamara, D. S., & Maryse, B. (2015). ReaderBench: An integrated cohesion-centered framework. In C. Rensing, T. Klobucar, & G. Conole (Eds.), Proceedings of the 10th European Conference on Technology Enhanced Learning (ECTEL), (pp. 505-508). Toledo, Spain: Springer.

Dascalu, M., Trausan-Matu, S., McNamara, D. S., & Dessus, P. (2015). ReaderBench – Automated evaluation of collaboration based on cohesion and dialogism. International Journal of Computer-Supported Collaborative Learning, 10(4), 395-423.

Higgs, K., Magliano, J. P., Vidal-Abarca, E., Martínez, T., & McNamara D. S. (2015). Bridging skill and task-oriented reading. Discourse Processes. [

Jacovina, M. E., Snow, E. L., Allen, L. K., Roscoe, R. D., Weston, J. L., Dai, J., & McNamara, D. S. (2015). How to visualize success: Presenting complex data in a writing strategy tutor. In O. C. Santos, J. G. Boticario, C. Romero, M. Pechenizkiy, A. Merceron, P. Mitros, J. M. Luna, C. Mihaescu, P. Moreno, A. Hershkovitz, S. Ventura, & M. Desmarais (Eds.), Proceedings of the 8th International Conference on Educational Data Mining (EDM 2015), (pp. 594-595). Madrid, Spain: International Educational Data Mining Society.

Jacovina, M. E., Snow, E. L., Dai, J., & McNamara, D. S. (2015). Authoring tools for ill-defined domains in intelligent tutoring systems: Flexibility and stealth profiling. In R. Sottilare, A. Graesser, X. Hu, & K. Brawner, (Eds.), Design Recommendations for Adaptive Intelligent Tutoring Systems: Authoring Tools(Volume 3, pp. 109-121). Orlando, FL: U.S. Army Research Laboratory.

Jung, Y., Crossley, S. A., & McNamara, D. S. (2015). Linguistic features in MELAB writing task performances. CaMLA Working Papers, No 2015-5, 1-17. Retrieved from Cambridge Michigan Language Assessments website: http://www.cambridgemichigan.org/wp-content/uploads/2015/04/CWP-2015-05.pdf.

McNamara, D. S. (2015). Self-Explanation and Reading Strategy Training (SERT) Improves low-knowledge students’ science course performance. Discourse Processes. [LINK]

McNamara, D. S., Crossley, S. A., Roscoe, R. D., Allen, L. K., & Dai, J. (2015). Hierarchical classification approach to automated essay scoring. Assessing Writing, 23, 35-59.

McNamara, D. S. & Schober, M. F. (Eds.). (2015). 2014 Society for Text and Discourse Annual Meeting: Introduction to the Special Issue [Special issue]. Discourse Processes, 52(5-6), 335-336. https://doi.org/10.1080/0163853X.2015.1045802 [PDF]

Roscoe, R. D., Jacovina, M. E., Harry, D., Russell, D. G., & McNamara, D. S. (2015). Partial verbal redundancy in multimedia presentations for writing strategy instruction. Applied Cognitive Psychology, 29, 669–679. doi: 10.1002/acp.3149

Roscoe, R. D., Snow, E. L., Allen, L. K., & McNamara, D. S. (2015). Automated detection of essay revising patterns: Application for intelligent feedback in a writing tutor. Technology, Instruction, Cognition, and Learning, 10(1), 59-79.

San Pedro, M. O., Snow, E. L., McNamara, D. S., Baker. R. S., & Heffernan, N. (2015) Exploring dynamical assessments of affect, behavior, and cognition and math state test achievement. In O. C. Santos, J. G. Boticario, C. Romero, M. Pechenizkiy, A. Merceron, P. Mitros, J. M. Luna, C. Mihaescu, P. Moreno, A. Hershkovitz, S. Ventura, & M. Desmarais (Eds.), Proceedings of the 8th International Conference on Educational Data Mining (EDM 2015), (pp. 85-92). Madrid, Spain.

Snow, E. L., Allen, L. K., Jacovina, M. E., Crossley, S. A., Perret, C. A., & McNamara, D. S. (2015). Keys to Detecting Writing Flexibility Over Time: Entropy and Natural Language Processing Journal of Learning Analytics, 2(3), 40-54.

Snow, E. L., Allen, L. K., Jacovina, M. E., Perret, C. A., & McNamara, D. S. (2015). You’ve got style!: Detecting writing flexibility across time. In J. Baron, G. Lynch, N. Maziarz, P. Blikstein, A. Merceron, & G. Siemens (Eds.), Proceedings of the 5th International Learning Analytics & Knowledge Conference (LAK’15) (pp. 194-202). Poughkeepsie, NY: ACM.

Sullins, J., McNamara, D. S., Acuff, S., Neely, D., Hildebrand, E., Stewart, G., & Hu, X. (2015). Are you asking the right questions: The use of animated agents to teach learners to become better question askers. In C. Boonthum-Denecke, I. Russell, & W. Eberle (Eds.), Proceedings of the 28th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 479-481). Hollywood, FL: AAAI Press.

Allen, L. K., Dascalu, M., McNamara, D. S., Crossley, S., & Trausan-Matu, S. (2016). Modeling individual differences among writers using ReaderBench. In EduLearn (pp. 5269-5279). Barcelona, Spain: IATED.

Allen, L. K., Jacovina, M. E., Dascalu, M., Roscoe, R. D., Kent, K. M., Likens, A. D., & McNamara, D. S. (2016). {ENTER}ing the time series {SPACE}: Uncovering the writing process through keystroke analysis. In T. Barnes, M. Chi, & M. Feng (Eds.), Proceedings of the 9th International Conference on Educational Data Mining, Raleigh, NC (EDM 2016), (pp.22-29). Raleigh, NC: International Educational Data Mining Society.

Allen, L. K., Jacovina, M. E., & McNamara, D.S. (2016). Computer-based writing instruction. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of Writing Research, (2nd ed.), (pp. 316-329). New York: The Guilford Press.

Allen, L. K., Mills, C., Jacovina, M. E., Crossley, S., D’Mello, S., & McNamara, D. S. (2016). Investigating boredom and engagement during writing using multiple sources of information: The essay, the writer, and keystrokes. In D. Gašević, G. Lynch, S. Dawson, H. Drachsler, & C. P. Rosé (Eds.), Proceedings of the 6th International Learning Analytics & Knowledge Conference, Edinburgh, United Kingdom (LAK’16), (pp. 114-123). New York, NY: ACM.

Allen, L. K., Perret, C. A., & McNamara, D. S. (2016). Linguistic signatures of cognitive processes during writing. In J. Trueswell, A. Papafragou, D. Grodner, & D. Mirman (Eds.), Proceedings of the 38th Annual Meeting of the Cognitive Science Society in Philadelphia, PA., (pp. 2483-2488). Austin, TX: Cognitive Science Society.

Allen, L. K., Snow, E. L., & McNamara, D. S. (2016). The narrative waltz: The role of flexibility on writing performance. Journal of Educational Psychology. doi: 10.1037/edu0000109 

Crossley, S. A., Allen, L. K., & McNamara, D. S. (2016). The Writing Pal: A writing strategy tutor. In S. A. Crossley & D. S. McNamara (Eds.) Adaptive educational technologies for literacy instruction (pp. 204-224). New York: Taylor & Francis, Routledge.

Crossley, S. A., Allen, L., Snow E., & McNamara, D. S. (2016). Incorporating learning characteristics into automatic essay scoring models: What individual differences and linguistic features tell us about writing quality. Journal of Educational Data Mining.

Crossley, S. A., Kyle, K., & McNamara, D. S. (2016). The development and use of cohesive devices in L2 writing and their relations to judgments of essay quality. The Journal of Second Language Writing, 32, 1-16.

Crossley, S. A., Kyle, K., & McNamara, D. S. (2016). The Tool for the Automatic Analysis of Text Cohesion (TAACO): Automatic assessment of local, global, and text cohesion. Behavior Research Methods, 48(4), 1227-1237.

Crossley, S. A. & McNamara, D. S. (2016). Educational technologies and literacy development. In S. A. Crossley & D. S. McNamara (Eds.) Adaptive educational technologies for literacy instruction (pp. 1-12). New York: Taylor & Francis, Routledge.

Crossley, S. A., & McNamara, D. S. (2016). Say more and be more coherent: How elaboration and cohesion can increase writing quality. The Journal of Writing Research, 7(3), 351-370.

Crossley, S. A., Muldner, K., & McNamara, D. S. (2016). Idea generation in student writing: Computer assessments and links to successful writing. Written Communication, 1-27.

Dascalu, M., McNamara, D. S., Crossley, S. A., & Trausan-Matu, S. (2016). Age of exposure: A model of word learning. In S. Zilberstein, D. Schuurmans, & M. Wellman (Eds.), Proceedings of the 30th Annual Meeting of the Association for the Advancement of Artificial Intelligence (AAAI’16). Phoenix, AZ: AAAI Press.

Jackson, G. T., Allen, L. K., & McNamara, D. S. (2016). Common Core TERA: Text Ease and Readability Assessor. In D. S. McNamara & S. A. Crossley (Eds.) Adaptive educational technologies for literacy instruction (pp.49-68). New York: Taylor & Francis, Routledge.

Liu, Z., Brown, R., Lynch, C.F., Barnes, T., Baker, R., Bergner, Y., & McNamara, D. S. (2016). MOOC learner behaviors by country and culture; an exploratory analysis. In T. Barnes, M. Chi, & M. Feng (Eds.), Proceedings of the 9th International Conference on Educational Data Mining (EDM 2016), (pp.127-134). Raleigh, NC: International Educational Data Mining Society.

Roscoe, R. D., Jacovina, M. E., Allen, L. K., Johnson, A. C., & McNamara, D. S. (2016). Toward revision-sensitive feedback in automated writing evaluation. In T. Barnes, M. Chi, & M. Feng (Eds.), Proceedings of the 9th International Conference on Educational Data Mining (EDM 2016), (pp.628-629). Raleigh, NC: International Educational Data Mining Society.

Shum, S. B., Knight, S. McNamara, D. S., Allen, L. K., Bektik, D., & Crossley, S. A. (2016). Critical perspectives on writing analytics. In D. Gašević, G. Lynch, S. Dawson, H. Drachsler, & C. P. Rosé (Eds.), Workshop Proceedings of the 6th International Learning Analytics and Knowledge Conference (LAK’16), (pp. 481-483). New York, NY: ACM.

Skalicky, S., Berger, C. M., Crossley, S. A., & McNamara, D. S. (2016). Linguistic features of humor in academic writing. Advances in Language and Literacy Studies, 7(3), 248-259.

Snow, E. L., Likens, A. D., Allen, L. K., & McNamara, D. S. (2016). Taking control: Stealth assessment of deterministic behaviors within a game-based system. International Journal of Artificial Intelligence in Education, 26, 1011-1032.

Weston-Sementelli, J. L., Allen, L. K., & McNamara, D. S. (2016). Comprehension and writing strategy training improves performance on content-specific source-based writing tasks. International Journal of Artificial Intelligence in Education, 1-32.

Allen, L. K., Likens, A., & McNamara, D. S. (2017). Recurrence Quantification Analysis: A technique for the dynamical analysis of student writing. In Z. Markov & V. Rus (Eds.), Proceedings of the 30th Annual Florida Artificial Intelligence Research Society International Conference (FLAIRS). . (pp. 240-245). Marco Island, FL: AAAI Press.

Allen, L. K., & McNamara, D. S. (2017). Five building blocks for comprehension strategy instruction. In J.A. Leon & I. Escudero (Eds.), Reading Comprehension in Educational Settings (pp.125-144). Philadelphia, PA: John Benjamins.

Crossley, S. A., Barnes, T., Lynch, C., & McNamara, D. S. (2017). Linking language to math success in blended course. In X. Hu, T. Barnes, A. Hershkovitz, & L. Paquette (Eds.), Proceedings of the 10th International Conference on Educational Data Mining (EDM) (pp. 180-185), Wuhan, China: International Educational Data Mining Society.

Crossley, S. A., Dascalu, M., Baker, M., McNamara, D. S., & Trausan-Matu, S. (2017). Predicting Success in Massive Open Online Courses (MOOC) Using Cohesion Network Analysis. In B. K. Smith, M. Borge, K. Y. Lim, & E. Mercier (Eds.), In Proceedings of the 12th International Conference on Computer-Supported Collaborative Learning (CSCL 2017). (pp. 103-110). Philadelphia, PA: ISLS.

Dascalu, M., Gutu, G., Paraschiv, I., Ruseti, s., Dessus, P., McNamara, D. S., Crossley, S. A., & Trausan-Matu, S. (2017). Cohesion-centered analysis of CSCL environments using ReaderBench. In B. Boulay, R.Baker, & E. Andre (Eds.),18th International Conference on Artificial Intelligence in Education (AIED 2017). (pp. 485–489). Wuhan, China: Springer.

Dascalu, M., McNamara, D. S., Trausan-Matu, S., & Allen, L. K., (2017). Cohesion network analysis of CSCL participation. Behavior Research Methods, 1-16.

Jackson, G. T. & McNamara, D. S. (2017). The motivation and mastery cycle framework: Predicting long-term benefits of educational games. In Y. Baek (Ed.), Game-based learning: Theory, strategies and performance outcomes. (pp. 97 – 122). Nova Science Publishers: New York.

Johnson, A., McCarthy, K. S., Kopp, K., Perret, C. A., & McNamara, D. S. (2017). Adaptive reading and writing instruction in iSTART and W-Pal. In Z. Markov & V. Rus (Eds.), Proceedings of the 30th Annual Florida Artificial Intelligence Research Society International Conference (FLAIRS), (pp. 561-566). Marco Island, FL: AAAI Press.

Kopp, K. J., Johnson, A. M., Crossley, S. A., & McNamara, D. S. (2017). Assessing question quality using natural language processing. In B. Boulay, R. Baker & E. Andre (Eds.), Proceedings of the 18th International Conference on Artificial Intelligence in Education (AIED), (pp.201-211). Wuhan, China: Springer.

Likens, A. D., Allen, L. K., & McNamara, D. S. (2017). Keystroke dynamics predict essay quality. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Meeting of the Cognitive Science Society (CogSci 2017), (pp.2573-2578). London, UK: Cognitive Science Society.

McCarthy, K. S., Jacovina, M. E., Snow, E. L. Guerrero, T. A., & McNamara, D. S. (2017). iSTART therefore I understand: But metacognitive supports did not enhance comprehension gains. In B. Boulay, R. Baker, & E. Andre (Eds.), Proceedings of the 18th International Conference on Artificial Intelligence in Education (AIED), (pp. 201-211). Wuhan, China: Springer.

McNamara, D. S. & Allen, L. K. (2017). Toward an integrated perspective of writing as a discourse process. In M. Schober, A. Britt, & D. N. Rapp (Eds.), Handbook of discourse processes (2nd ed.). New York, NY: Routledge.

Crossley, S., Wan, Q., Allen, L., & McNamara, D. S. (2023). Source inclusion in synthesis writing: An NLP approach to understanding argumentation, sourcing, and essay quality. Reading and writing, 36(4), 1053-1083. [LINK] [PDF]

Kendeou, P., McMaster, K. L., McNamara, D. S., Wilke, B. C. (2023). Literacy. In: P. A. Schutz, & K. R. Muis (Eds.), Handbook of Educational Psychology (4th Ed., pp. 553-575) Routledge. https://doi.org/10.4324/9780429433726-28 [PDF]

Baker, R.S. Wang, Y., Paquette, L., Aleven, V., Popsecu, O., Sewall, J., Rose, C., Tomar, G., Ferschke, O., Zhang, J., Cennamo, M., Ogden, S., Condit, T., Diaz, J., Crossley, S., McNamara, D., Comer, D., Lynch, C., Brown, R., Barnes, T., Bergner, Y. (in press). A MOOC on Educational Data Mining. To appear in ElAtia, S., Zaiane, O.R., Ipperciel, D. (Eds.), Handbook of Data Mining and Learning Analytics.Hoboken, NJ: Wiley.

Jacovina, M., & McNamara, D. S. (in press). Intelligent tutoring systems for literacy: Existing technologies and continuing challenges. In R. Atkinson (Ed.), Intelligent tutoring systems: Structure, applications and challenges. Hauppauge, NY: Nova Science Publishers Inc.

Johnson, A., Perret, C. A., Watanabe, M., Kopp, K., McCarthy, K. S., & McNamara, D. S. (in press). Adaptive literacy instruction in iSTART and W-Pal: Implementing the outer loop. In S. Craig (Ed.), Tutoring and Intelligent Tutoring Systems. 

McCarthy, K. S., Likens, A. D., Johnson, A. M., Guerrero, T. A., & McNamara, D. S. (in press). Metacognitive overload!: Positive and negative effects of metacognitive prompts in an intelligent tutoring system. International Journal of Artificial Intelligence in Education. 

McNamara, D., Allen, L. K., McCarthy, S. & Balyan, R. (in press). NLP: getting computers to understand discourse. In K. Millis, Long, D., Magliano, J. & Wiemer, K (Eds.) Deep learning: Multi-Disciplinary Approaches. Routledge.

Roscoe, R., Allen, L. K., & McNamara, D., (in press). Contrasting writing practice formats in a writing strategy tutoring system. Journal of Educational Computing Research.