Exploring Writing Achievement and Genre in Postsecondary Writing
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| Title: | Exploring Writing Achievement and Genre in Postsecondary Writing |
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| Language: | English |
| Authors: | Burstein, Jill, McCaffrey, Daniel, Elliot, Norbert, Beigman Klebanov, Beata |
| Source: | Grantee Submission. 2020Paper presented at the International Conference on Learning Analytics & Knowledge Conference (10th, March 2020). |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| Publication Date: | 2020 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A160115 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Postsecondary Education Higher Education |
| Descriptors: | Writing Achievement, Postsecondary Education, College Students, Writing Instruction, Writing Evaluation, Sentence Structure, Reflection, Vocabulary, Persuasive Discourse, Literary Genres |
| Abstract: | Writing achievement is a complex skill set as characterized by the sociocognitive writing framework, including writing domain knowledge (e.g., sentence structure), general cognitive skills (e.g., critical thinking) and intra- (e.g., interest) and interpersonal (e.g., collaboration) subfactors. During students' postsecondary careers, they need to write in different genres. Yet, we have limited understanding about the contribution of genre mastery to students' writing achievement, which can affect their broader success (e.g., GPA). Partnering with six, diverse 4-year universities, we collected student responses to a "standardized" writing assessment and "authentic" course writing assignments which were coded for "genre" as: "standardized," "persuasive," "inform/explore," and "reflective." Using automated writing evaluation, we extracted approximately 50 linguistic features (e.g., vocabulary usage) from the 1,426 writing samples. We present findings for genre-based feature distributions, cross-genre correlations, and implications for postsecondary writing education. [This paper was published in: "Companion Proceedings in the 10th International Conference on Learning Analytics & Knowledge (LAK20)" (pp. 53-55). LAK20.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2020 |
| Accession Number: | ED608273 |
| Database: | ERIC |
| Abstract: | Writing achievement is a complex skill set as characterized by the sociocognitive writing framework, including writing domain knowledge (e.g., sentence structure), general cognitive skills (e.g., critical thinking) and intra- (e.g., interest) and interpersonal (e.g., collaboration) subfactors. During students' postsecondary careers, they need to write in different genres. Yet, we have limited understanding about the contribution of genre mastery to students' writing achievement, which can affect their broader success (e.g., GPA). Partnering with six, diverse 4-year universities, we collected student responses to a "standardized" writing assessment and "authentic" course writing assignments which were coded for "genre" as: "standardized," "persuasive," "inform/explore," and "reflective." Using automated writing evaluation, we extracted approximately 50 linguistic features (e.g., vocabulary usage) from the 1,426 writing samples. We present findings for genre-based feature distributions, cross-genre correlations, and implications for postsecondary writing education. [This paper was published in: "Companion Proceedings in the 10th International Conference on Learning Analytics & Knowledge (LAK20)" (pp. 53-55). LAK20.] |
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