WriteCoach

What if, as you typed, your words could reveal where your ideas slow down, when detail lacks, your tone slips, or how your structure unfolds? 

WriteCoach is a concept for a mobile AI app that gives real-time feedback on flow, clarity, and organization, helping students notice what their writing is doing as it happens. Rather than waiting for their teacher to provide feedback, WriteCoach lets students see their progress as it unfolds, making the writing process as visible as the words themselves. Feedback, which provides information on aspects of a student’s performance or understanding, has been shown to help learners build more effective strategies and deepen their understanding (Wisniewski, Zierer, & Hattie, 2020, p. 1), making the immediate guidance that WriteCoach offers particularly valuable. Studies show that approximately 75% of students struggle with their writing (Dunn, 2021, p. 1), often facing challenges with organizing their ideas, maintaining clarity, and developing a coherent argument. Many students become frustrated or disengaged because they don't know where their writing falters, and without timely guidance, small misunderstandings or structural issues can persist and worsen over time. Although the solution seems simple, asking teachers for more feedback isn't always ideal in public school settings. Teachers can spend about 15-20 minutes providing feedback on written drafts of student work, and with two classes of 27, for instance, a teacher can spend about 16 hours on feedback (Ruegg, 2020, p. 80). Due to time constraints and the volume of student work, teachers often resort to providing general feedback, with comments such as "improve organization" or circling a phrase that sounds choppy. While well-intentioned, such feedback can be difficult for students to act on because it doesn't explain how to revise or why the issue matters, and it's often limited to a few lines that stand out to the teacher, rather than a thorough, line-by-line review. From a cognitive perspective, feedback is often considered a source of information that is necessary to improve on a task (Wisniewski et al., 2020, p. 12).  As a result, many issues that affect clarity, flow, or argument development go unnoticed, leaving students unsure of how to improve the rest of their writing. This, combined with teacher exhaustion and limited opportunities for one-on-one instruction, results in students rarely receiving individualized guidance in a timely manner that addresses their specific writing challenges, ultimately rendering generalized, late feedback almost irrelevant (Fisher, Brotto, Lim, & Southam, 2025, p. 623).

WriteCoach can solve this problem by providing students with immediate, constructive, live feedback as they write, highlighting areas where their ideas lose clarity, their sentences disrupt flow, or their structure can be strengthened. Instead of waiting for general or delayed teacher comments, students can see exactly where and why revisions are needed and receive suggestions tailored to their own writing style. Students highly value feedback that is not only informative but also actionable feedback that helps them understand their strengths and weaknesses and provides clear guidance on how to improve (Fisher et al., 2025, p. 629), which is what WriteCoach can offer. 

References

Dunn, M. (2021). The Challenges of Struggling Writers: Strategies That Can Help. Education Sciences, 11(12), 795. https://doi.org/10.3390/educsci11120795

Fisher, D. P., Brotto, G., Lim, I., & Southam, C. (2025). The Impact of Timely Formative Feedback on University Student Motivation. Assessment & Evaluation in Higher Education, 50(4), 622–631. https://doi.org/10.1080/02602938.2025.2449891

Ruegg, R. (2020). Student-led feedback on writing: Requests made and feedback received. Journal of Response to Writing, 6(2), Article 4. https://scholarsarchive.byu.edu/journalrw/vol6/iss2/4

Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, Article 3087. https://doi.org/10.3389/fpsyg.2019.03087