Writing Flexibility in Argumentative Essays: A Multidimensional Analysis

Autor/inn/en	Allen, Laura K.; Likens, Aaron D.; McNamara, Danielle S.
Titel	Writing Flexibility in Argumentative Essays: A Multidimensional Analysis
Quelle	(2018), (28 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Writing (Composition); Persuasive Discourse; Essays; Language Usage; Reading Comprehension; Language Skills; Feedback (Response); Automation; Summative Evaluation; Formative Evaluation; Spelling; Grammar; Writing Skills; Intelligent Tutoring Systems; Natural Language Processing; High School Students; Educational Technology; Technology Uses in Education; Syntax + Suchen Sie Ihr Suchwort? Schreibübung; Persuasion; Persuasive Kommunikation; Essay; Aufsatzunterricht; Sprachgebrauch; Leseverstehen; Language skill; Sprachkompetenz; Schreibweise; Grammatik; Writing skill; Schreibfertigkeit; Intelligentes Tutorsystem; Natürliche Sprache; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The assessment of argumentative writing generally includes analyses of the specific linguistic and rhetorical features contained in the individual essays produced by students. However, researchers have recently proposed that an individual's ability to flexibly adapt the linguistic properties of their writing may more accurately capture their proficiency. However, the features of the task, learner, and educational context that influence this flexibility remain largely unknown. The current study extends this research by examining relations between linguistic flexibility, reading comprehension ability, and feedback in the context of an automated writing evaluation system. Students (n = 131) wrote and revised six argumentative essays in an automated writing evaluation system and were provided both summative and formative feedback on their writing. Additionally, half of the students had access to a spelling and grammar checker that provided lower-level feedback during the writing period. The results provide evidence for the supposition that skilled writers demonstrate linguistic flexibility across the argumentative essays that they produce. However, analyses also indicate that lower-level feedback (i.e., spelling and grammar feedback) have little to no impact on the properties of students' essays nor on their variability across prompts or drafts. Overall, the current study provides important insights into the role of flexibility in argumentative writing skill and develops a strong foundation on which to conduct future research and educational interventions. [This is the online first version of an article published in "Reading and Writing: An Interdisciplinary Journal."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01