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Online technologies are becoming increasingly used to support the write instructions or individual writing.
Current taxonomies that do not capture the variety of existing technologies and educators.
Analysis of 44 tools along 26 running and technological characteristics.
Tools focusing on the revision of micro levels for English essay writing are abundant.
Future development should prioritize macro level problems and process-oriented writing.
This paper presents a review of the technologies that support write lessons in the secondary and university. The review includes tools to support first and second language authors and focuses on teaching clearances based on their technological specifications. Previous studies in this area centered on automated writing evaluation, automated essay scoring and rare intelligent tailories that are mainly appealing to the Writing Requirements of Essay in US Secondary School. With technology-reinforced learning, ubiquitous and widespread, new technologies and tools that are a broader assortment of genres, educational attitudes and approaches. We present a systematic analysis of 44 tools over 26 quantitative and qualitative features related to writing processes, pedagogical approaches, feedback modalities and technological specifications. The results discover an imbalance of available instruments in relation to supported languages, genres and educational focus. While a significant number of tools that support argumentative essay writing in English, other academic writing slopes (eg research items) and other languages ??are subcontracted. With regard to the educational focus, automated support for the revision on the targeting of micro-level (eg grammar, spelling, word frequencies) is well presented, while tools that support the development of writing strategies and encourage self-monitoring to the Macro to improve level text quality (eg argumentative structure, rhetoric movements) are rare. By reflecting the prior art and the indication of directions for further research and development, this review is of interest in researchers, political decision-makers, tool developers and practitioners of writing lessons in higher and secondary educational institutions.
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