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Exploring Writing Achievement and Genre in Postsecondary Writing

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Title: Exploring Writing Achievement and Genre in Postsecondary Writing
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
FullText Text:
  Availability: 0
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  Data: Exploring Writing Achievement and Genre in Postsecondary Writing
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2020Paper presented at the International Conference on Learning Analytics & Knowledge Conference (10th, March 2020).
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  Data: <searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink>
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  Data: 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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      – Text: English
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        PageCount: 4
    Subjects:
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      – SubjectFull: Postsecondary Education
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      – TitleFull: Exploring Writing Achievement and Genre in Postsecondary Writing
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