Patterns of Student Writing in a Critical Thinking Course: A Quantitative Analysis

Autor/in	Carroll, David W.
Titel	Patterns of Student Writing in a Critical Thinking Course: A Quantitative Analysis
Quelle	In: Assessing Writing, 12 (2007) 3, S.213-227 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1075-2935
DOI	10.1016/j.asw.2008.02.001
Schlagwörter	Writing (Composition); Essays; Critical Thinking; Research Papers (Students); Writing Evaluation; Student Development + Suchen Sie Ihr Suchwort? Schreibübung; Essay; Aufsatzunterricht; Kritisches Denken
Abstract	Two studies assessed student writing in a critical thinking course. The first study examined initial and final versions of a term paper. Linguistic inquiry and word count (LIWC) analyses of essays revealed significant differences in linguistic variables and some differences in cognitive variables. The second study examined student essays at the beginning and end of the semester. Taken together, the studies indicate that students express themselves with less tentativeness at the end of the semester, and are consistent with the suggestion that students move from relativism to commitment during the course of a semester. In addition, the results indicate that the LIWC may detect differences between different writing genres. (Contains 6 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10