ABSTRACT
The Research Writing Tutor (RWT) was designed to assist the research writing of graduate students. RWT leverages the conventions of scientific argumentation in one of the most impactful research genres the research article. This chapter provides a theoretical background for research writing competence. It discusses the need for technology that would facilitate the development of this competence. The description of RWT as an exemplar of such technology is then followed by a review of evaluation studies. Cognitive models of writing highlight revision as one of the most fundamental components of the writing process and expertise. At this writing stage, expert writers compare their intended representation of the text with the actual written representation. Research writing involves constructing, deconstructing, and reconstructing knowledge to be shared with other scientists. The research article genre is perhaps the most wide-spread means of scientific communication. The chapter concludes with recommendations for RWT classroom integration and with directions for further development of this tool.
