Which linguistic features predict quality of argumentative writing for college basic writers, and how do those features change with instruction?

The study developed a model of linguistic constructs to predict writing quality for college basic writers and analyzed how those constructs changed following instruction. Analysis used a corpus of argumentative essays from a quasi-experimental, instructional study with 252 students (MacArthur, Phili...

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Veröffentlicht in:	Reading & writing Jg. 32; H. 6; S. 1553 - 1574
Hauptverfasser:	MacArthur, Charles A., Jennings, Amanda, Philippakos, Zoi A.
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Dordrecht Springer Netherlands 01.06.2019 Springer Springer Nature B.V
Schlagworte:	Analysis of covariance Basic Writing CAI Cohesion College Students Complexity Computer assisted instruction Confirmatory factor analysis Connected Discourse Control Groups Corpus analysis Discourse markers Education Essays Factor Analysis Form Classes (Languages) Formative evaluation Language and Literature Linguistics Literacy Neurology Persuasive Discourse Prediction Pretests Posttests Psycholinguistics Quality Quasi-experimental methods Scores Social Sciences Structural equation modeling Structural Equation Models Syntactic analysis Syntactic complexity Syntactic structures Syntax Teaching Writers Writing Writing Evaluation Writing Instruction Writing Skills Writing Linguistic features Formative assessment Natural language processing Basic writers Quality
ISSN:	0922-4777, 1573-0905
Online-Zugang:	Volltext
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