Computer‐assisted writing on a principled basis: The case against computer‐assisted text analysis for non‐proficient writers

This paper makes a case against the use of computer‐assisted text analysis (including style analysers and grammar checkers) with non‐proficient (second language or ‘basic') student writers. The evaluation is made according to a framework that recognises the special characteristics and needs of non‐proficient student writers and that presupposes a humanistic teaching philosophy. It is shown how the inaccuracy of analysis, the limited scope of feedback, and the type of revision behaviour encouraged in student users may make the current generation of text analysis tools inappropriate for use with non‐proficient student writers.