ERIC Number: EJ1216238
Record Type: Journal
Publication Date: 2019-Jun
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0922-4777
EISSN: N/A
Writing Flexibility in Argumentative Essays: A Multidimensional Analysis
Allen, Laura K.; Likens, Aaron D.; McNamara, Danielle S.
Reading and Writing: An Interdisciplinary Journal, v32 n6 p1607-1634 Jun 2019
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.
Descriptors: Essays, Persuasive Discourse, Writing Skills, Language Proficiency, Spelling, Grammar, Computer Software, Feedback (Response), Correlation, Reading Comprehension, Writing Evaluation, Cues, Revision (Written Composition), Writing Processes, Writing Instruction, Cognitive Ability, Summative Evaluation, Formative Evaluation
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Office of Naval Research (ONR)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A120707; R305A180261; N000141612611