Abstract

This study investigated the effect of a computerized writing program known as Criterion on the quality of college students’ writing in an intermediate English composition class. The students used Criterion to write two essays in multiple drafts in addition to a third essay provided with traditional human feedback. Quantitative analysis of paired sample t tests revealed that the quality of the students’ writing was significantly improved after they submitted their essays to Criterion for three times. The students were found to make greater improvement in content and organization than the improvement in grammar. Semi-structured interviews were further conducted to explore the perspectives of 12 students on the implementation of Criterion in this class. The findings showed that several students doubted Criterion’s capacity to evaluate their writings. Criterion seemed to favor lengthiness and could not provide individual-based score analysis. To gain good scores, some students would avoid making mistakes by using simple vocabulary and easy grammar. Although the incorporation of a computerized writing program could reduce teachers’ workload, we as educators need to be cautious with the impact machines might bring to the writings of our students.