DO STUDENTS WHO USE AN ONLINE-WRITING TUTORING CENTER'S PAPER REVIEW SERVICE SCORE HIGHER IN A FORMAL GRADUATE-LEVEL ANALYSIS PAPER THAN STUDENTS WHO DO NOT USE THAT RESOURCE?

This study compares the scores on a major writing project for students who take advantage of the Writing Tutor Center versus student who do not take the same advantage. Specifically, this study investigates whether there is a significant difference between the final scores on graduate-level written assignments of students who submit their papers for paper review in the Writing Tutoring Center, and the similar scores of students who do not submit papers for review. This study also investigates whether there is a significant difference between the content segment of the grading rubric scores on graduate-level written assignments of students who submit their papers for paper review in the Writing Tutoring Center, and the similar scores of students who do not submit papers for review. Finally, this study investigates whether there is a significant difference between the "writing segment" of the grading rubric scores on graduate-level written assignments of students who submit their papers for paper review in the Writing Tutoring Center, and the similar scores of their student who do not submit papers for review. Utilizing a large sample of students enrolled across 4 terms (January 2019 through June 2019) of the graduate level MBA Accounting course, the results revealed significant differences in the three scores of students who submitted their papers for paper review in the Writing Tutoring Center, and students who did not submit papers for review. Keywords: Online Tutoring, Center, paper Review, written assignments, the content segment of the grading rubric scores, the writing segment of the grading rubric scores