scholarly journals Linguistic Features of Formative Feedback on ESL Argumentative Writing: Comparing Pre-service and Experienced Teachers

2021 ◽  
Vol 22 (0) ◽  
Author(s):  
Cristina Voegelin ◽  
Stefan Daniel Keller
Keyword(s):  
Formative Feedback ◽  
Experienced Teachers ◽  
Argumentative Writing ◽  
Linguistic Features

scholarly journals Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning?

2018 ◽  
Vol 32 (4) ◽  
pp. 983-1007 ◽  
Author(s):  
Karen S. Taylor ◽  
Joshua F. Lawrence ◽  
Carol M. Connor ◽  
Catherine E. Snow
Keyword(s):  
Argumentative Writing ◽  
Linguistic Features ◽  
Complex Reasoning

scholarly journals Human Ratings of Writing Quality Capture Features of Syntactic Variety and Transformation in Chinese EFL Learners’ Argumentative Writing

2021 ◽  
Vol 12 ◽  
Author(s):  
Jin Xue ◽  
Liyan Zheng ◽  
Xiaoyi Tang ◽  
Banban Li ◽  
Esther Geva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Syntactic Structure ◽  
Foreign Language Learning ◽  
Argumentative Writing ◽  
Learning Context ◽  
Linguistic Features ◽  
Writing Quality ◽  
Passive Voice ◽  
Main Verb

Traditionally, writing quality is measured by human ratings, either holistically or analytically. The present study aimed to investigate the locus of human ratings by analyzing the linguistic features that are predictive of writing quality. One hundred and 44 argumentative writing samples from Chinese learners of English as a foreign language were evaluated by human ratings and quantitative measurement of writing quality indexed by Coh-Metrix. Holistic and analytic human ratings had significant correlations with quantitative measures related to syntactic variety and transformation. Moreover, linear and logistic regressions revealed that syntactic simplicity, words before main verb, syntactic structure similarity in all sentences and across paragraphs, incidence of passive voice and temporal connectives were five valid indices that can consistently differentiate writing quality indexed by human ratings. The present findings have significant pedagogical implications for human ratings on writing quality in the foreign language learning context.

Genre Effect on L2 Syntactic Complexity and Holistic Rating for Writing Quality of Intermediate EFL Learners

2021 ◽  
Vol 44 (4) ◽  
pp. 451-469
Author(s):  
Lili zhang ◽  
Haitao liu
Keyword(s):  
Syntactic Complexity ◽  
Argumentative Writing ◽  
Linguistic Features ◽  
Writing Quality ◽  
Efl Writing ◽  
Efl Learners ◽  
Writing Courses ◽  
English Writing ◽  
Writing Scores

Abstract This exploratory study examines whether genre has an impact on syntactic complexity and holistic rating in EFL writing. Over 300 sample texts produced by intermediate learners were collected from a test and some regular after-class assignments for English writing courses. Each participant completed two writing tasks, one argumentative and the other narrative. Results show that genre type has a significant impact on L2 syntactic complexity. Genre effect is found stronger with timed writing tasks. L2 holistic ratings show correlation with syntactic complexity on the different measure(s) depending on genre type and planning conditions. Regression analyses reveal that for timed writing tasks, clausal density (clauses per sentence) is a reliable predictor for holistic assessment on intermediate EFL learners’ writing quality. It is found to account for 6% of the score variance for timed writing and 10% for timed argumentative writing. Genre is evidenced to be related to EFL writing holistic ratings. Closer examination indicates that while syntactic complexity is predictive of holistic writing scores for argumentative writing, it does not correlate with holistic scores for narrative writing. Other linguistic features rather than syntactic complexity may be accountable. Overall, the study lends support to genre effect in the relationship between syntactic complexity and L2 writing quality holistic rating.

scholarly journals Analytical Techniques for Developing Argumentative Writing in STEM

2021 ◽  
Author(s):  
Patricia Davies ◽  
Yanjun Goa ◽  
Smaranda Muresan ◽  
Rebecca Passonneau
Keyword(s):  
Experiential Learning ◽  
Positive Impact ◽  
Writing Skills ◽  
Analytical Techniques ◽  
Automated Analysis ◽  
Formative Feedback ◽  
Written Feedback ◽  
Argumentative Writing ◽  
Essay Writing ◽  
Stem Students

<p>This article demonstrates how experiential learning could be used to develop argumentative essay writing skills in STEM students. Written feedback, when delivered in a timely manner, is an effective way of advancing students’ understanding of the writing process. Unfortunately, large class sizes and the limited backgrounds of instructors do not always make formative feedback possible. STEM students are especially disadvantaged since approaches to teaching written communication tend to differ from the trial-and-error strategies compatible with many STEM areas. An experiential learning approach to writing instruction can have a positive impact on developing writing skills in STEM learners. Implementing algorithms for providing STEM students with immediate, dependable, formative feedback is expected to improve their performance in writing. This paper discusses an experiential learning project for teaching argumentative writing was delivered to computer science and engineering freshmen. Also discussed are automated analysis of content and argumentation in the essays, using NLP methods.</p>

scholarly journals Analytical Techniques for Developing Argumentative Writing in STEM

2021 ◽  
Author(s):  
Patricia Davies ◽  
Yanjun Goa ◽  
Smaranda Muresan ◽  
Rebecca Passonneau
Keyword(s):  
Experiential Learning ◽  
Positive Impact ◽  
Writing Skills ◽  
Analytical Techniques ◽  
Automated Analysis ◽  
Formative Feedback ◽  
Written Feedback ◽  
Argumentative Writing ◽  
Essay Writing ◽  
Stem Students

<p>This article demonstrates how experiential learning could be used to develop argumentative essay writing skills in STEM students. Written feedback, when delivered in a timely manner, is an effective way of advancing students’ understanding of the writing process. Unfortunately, large class sizes and the limited backgrounds of instructors do not always make formative feedback possible. STEM students are especially disadvantaged since approaches to teaching written communication tend to differ from the trial-and-error strategies compatible with many STEM areas. An experiential learning approach to writing instruction can have a positive impact on developing writing skills in STEM learners. Implementing algorithms for providing STEM students with immediate, dependable, formative feedback is expected to improve their performance in writing. This paper discusses an experiential learning project for teaching argumentative writing was delivered to computer science and engineering freshmen. Also discussed are automated analysis of content and argumentation in the essays, using NLP methods.</p>

Using computerized text analysis to examine associations between linguistic features and clients’ distress during psychotherapy.

2020 ◽  
Author(s):  
Natalie Shapira ◽  
Gal Lazarus ◽  
Yoav Goldberg ◽  
Eva Gilboa-Schechtman ◽  
Rivka Tuval-Mashiach ◽  
...  
Keyword(s):  
Text Analysis ◽  
Linguistic Features ◽  
Computerized Text Analysis
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