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Direct linkMessina, Cara Marta; Jones, Cherice Escobar; Poe, Mya – Written Communication, 2023
We report on a college-level study of student reflection and instructor prompts using scoring and corpus analysis methods. We collected 340 student reflections and 24 faculty prompts. Reflections were scored using trait and holistic scoring and then reflections and faculty prompts were analyzed using Natural Language Processing to identify…
Descriptors: Reflection, Writing Instruction, Computational Linguistics, Cues
Vandermeulen, Nina; Van Steendam, Elke; De Maeyer, Sven; Rijlaarsdam, Gert – Written Communication, 2023
This intervention study aimed to test the effect of writing process feedback. Sixty-five Grade 10 students received a personal report based on keystroke logging data, including information on several writing process aspects. Participants compared their writing process to exemplar processes of equally scoring (position-setting condition) or…
Descriptors: Intervention, Writing Processes, Feedback (Response), Futures (of Society)
Download full textPaola Uccelli – Written Communication, 2023
Analytical writing poses particularly challenging, yet often overlooked, language demands that need attention in educational research and practice. In this article, I discuss the Core Analytical Language Skills (CALS) construct and its relevance for school reading and writing. CALS refer to the set of learners' school-relevant language resources…
Descriptors: Academic Language, Reading Skills, Writing Skills, Reading Materials
Negretti, Raffaella – Written Communication, 2012
This article proposes a novel approach to the investigation of student academic writing. It applies theories of metacognition and self-regulated learning to understand how beginning academic writers develop the ability to participate in the communicative practices of academic written communication and develop rhetorical consciousness. The study…
Descriptors: Grounded Theory, Constructivism (Learning), Writing (Composition), Student Attitudes
Peer reviewedSmith, William L.; And Others – Written Communication, 1985
Concludes that structure of topic makes a difference in writing quality, fluency, and total error but not in any error ratio. Suggests that, for placement testing, educators should first decide which types of students they wish to identify, because each topic structure distinguishes low, average, and high ability students differently. Topic…
Descriptors: Academic Aptitude, College Freshmen, Higher Education, Reader Response
Berge, Kjell Lars – Written Communication, 2002
The article presents the cultural background, methodological design, theory, and results of a comprehensive research project where the doxa and textual norms of the judges at the national writing exam in Norway were studied. The background of the study is the quite comprehensive reforms in Norway of the way writing is taught in the upper secondary…
Descriptors: Secondary Schools, Norms, Foreign Countries, Cultural Background
