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Improving the writing skills of college students

Published on Apr 1, 2007in Psychonomic Bulletin & Review3.70
· DOI :10.3758/BF03194058
Ronald T. Kellogg25
Estimated H-index: 25
(SLU: Saint Louis University),
Bascom A. Raulerson2
Estimated H-index: 2
(SLU: Saint Louis University)
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Abstract
Advanced writing skills are an important aspect of academic performance as well as of subsequent work- related performance. However, American students rarely attain advanced scores on assessments of writing skills (National Assessment of Educational Progress, 2002). In order to achieve higher levels of writing performance, the working memory demands of writing processes should be reduced so that executive attention is free to coordinate interactions among them. This can in theory be achieved through deliberate practice that trains writers to develop executive control through repeated opportunities to write and through timely and relevant feedback. Automated essay scoring software may offer a way to alleviate the intensive grading demands placed on instructors and, thereby, substantially increase the amount of writing practice that students receive.
  • References (58)
  • Citations (81)
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References58
Newest
Published on Jan 1, 2008
Derek Bok18
Estimated H-index: 18
Acknowledgments vii Introduction 1 CHAPTER 1: The Evolution of American Colleges 11 CHAPTER 2: Faculty Attitudes toward Undergraduate Education 31 CHAPTER 3: Purposes 58 CHAPTER 4: Learning to Communicate 82 CHAPTER 5: Learning to Think 109 CHAPTER 6: Building Character 146 CHAPTER 7: Preparation for Citizenship 172 CHAPTER 8: Living with Diversity 194 CHAPTER 9: Preparing for a Global Society 225 CHAPTER 10: Acquiring Broader Interests 255 CHAPTER 11: Preparing for a Career 281 CHAPTER 12: Impr...
Published on Apr 1, 2007in Psychonomic Bulletin & Review3.70
J. Metcalfe-eich50
Estimated H-index: 50
(Columbia University),
Nate Kornell29
Estimated H-index: 29
(UCLA: University of California, Los Angeles)
Principles of cognitive science hold the promise of helping children to study more effectively, yet they do not always make successful transitions from the laboratory to applied settings and have rarely been tested in such settings. For example, self-generation of answers to questions should help children to remember. But what if children cannot generate anything? And what if they make an error? Do these deviations from the laboratory norm of perfect generation hurt, and, if so, do they hurt eno...
Published on Mar 1, 2007in Acta Psychologica1.59
Ronald T. Kellogg25
Estimated H-index: 25
(SLU: Saint Louis University),
Thierry Olive16
Estimated H-index: 16
(CNRS: Centre national de la recherche scientifique),
Annie Piolat15
Estimated H-index: 15
(University of Provence)
Abstract College students wrote definitions of either abstract or concrete nouns in longhand while performing a concurrent working memory (WM) task. They detected either a verbal (syllable), visual (shape), or spatial (location) stimulus and decided whether it matched the last one presented 15–45 s earlier. Writing definitions of both noun types elevated the response time to verbal targets above baseline. Such interference was observed for visual targets only when defining concrete nouns and was...
Published on Jan 1, 2006
K. Anders Ericsson50
Estimated H-index: 50
(FSU: Florida State University)
There are several factors that influence the level of professional achievement. First and foremost, extensive experience of activities in a domain is necessary to reach very high levels of performance. Extensive experience in a domain does not, however, invariably lead to expert levels of achievement. When individuals are first introduced to a professional domain after completing their basic training and formal education, they often work as apprentices and are supervised by more-experienced prof...
Published on Jan 1, 2006
K. Anders Ericsson50
Estimated H-index: 50
,
Neil Charness40
Estimated H-index: 40
+ 1 AuthorsRobert R. Hoffman24
Estimated H-index: 24
Introduction and perspective -- An introduction to Cambridge handbook of expertise and expert performance : its development, organization, and content / K. Anders Ericsson -- Two approaches to the study of experts' characteristics / Michelene T.H. Chi -- Expertise, talent, and social encouragement / Earl Hunt -- Overview of approaches to the study of expertise : brief historical accounts of theories and methods -- Studies of expertise from psychological perspectives / Paul J. Feltovich, Michael ...
Published on Jan 1, 2006
Patricia Freitag Ericsson2
Estimated H-index: 2
,
Richard Haswell2
Estimated H-index: 2
The current trend toward machine-scoring of student work, Ericsson and Haswell argue, has created an emerging issue with implications for higher education across the disciplines, but with particular importance for those in English departments and in administration. The academic community has been silent on the issuesome would say excluded from itwhile the commercial entities who develop essay-scoring software have been very active. Machine Scoring of Student Essays is the first volume to serious...
Published on Jan 1, 2006
Barry J. Zimmerman72
Estimated H-index: 72
(CUNY: City University of New York)
Published on Jan 1, 2006
Patricia Freitag Ericsson2
Estimated H-index: 2
,
Richard Haswell2
Estimated H-index: 2
Published on Jan 1, 2006
Ronald T. Kellogg25
Estimated H-index: 25
Writing extended texts for publication is a major cognitive challenge, even for professionals who compose for a living. Serious writing is at once a thinking task, a language task, and a memory task. A professional writer can hold multiple representations in mind while adeptly juggling the basic processes of planning ideas, generating sentences, and reviewing how well the process is going. This chapter will open with the question of how to define the concept of professional writing and an explan...
Published on Apr 1, 2005in Written Communication1.22
Deborah Brandt13
Estimated H-index: 13
(UW: University of Wisconsin-Madison)
This article seeks to explore the influence of the knowledge economy on the status of writing and literacy. It inquires into what happens to writers and their writing when texts serve as the chief commercial products of an organization—when such high-stakes factors as corporate reputation, client base, licensing, competitive advantage, growth, and profit rely on what and how people write. Drawing on in-depth interviews with 12 individuals employed in writing-intensive positions, it examines the ...
Cited By81
Newest
Published on Jun 25, 2019
Kathryn S. McCarthy (GSU: Georgia State University), Rod D. Roscoe19
Estimated H-index: 19
(ASU: Arizona State University)
+ 1 AuthorsDanielle S. McNamara50
Estimated H-index: 50
(ASU: Arizona State University)
This study investigated the effect of incorporating spelling and grammar checking tools within an automated writing tutoring system, Writing Pal. High school students (n = 119) wrote and revised six persuasive essays. After initial drafts, all students received formative feedback about writing strategies. Half of the participants were also given access to spelling and grammar checking tools during the writing and revision periods. Linear mixed effects models revealed that essay quality for stude...
Published on Jun 1, 2019in Journal of Second Language Writing4.20
Sonca Vo (Iowa State University), Sonca Vo
Abstract Second language writing research has often analyzed written discourse to provide evidence on learner language development; however, single word-based analyses have been found to be insufficient in capturing learner language development (Read & Nation, 2006). This study therefore utilized both single word-based and multi-word analyses. Specifically, it explored vocabulary distributions and lexical bundles to better understand the development of writing proficiency across three levels in ...
Published on Apr 1, 2019in Computers in Education
Carola Strobl3
Estimated H-index: 3
(University of Antwerp),
Emilie Ailhaud1
Estimated H-index: 1
(University of Lyon)
+ 4 AuthorsChristian Rapp1
Estimated H-index: 1
(Winterthur Museum, Garden and Library)
Abstract This paper presents a review of the technologies designed to support writing instruction in secondary and higher education. The review covers tools to support first and second language writers and focuses on instructional affordances based on their technological specifications. Previous studies in this field centred on Automated Writing Evaluation, Automated Essay Scoring and the rarer Intelligent Tutoring Systems, addressing mainly essay writing needs in US secondary school instruction...
Published on Mar 26, 2019in Journal of Educational Computing Research1.54
Joshua Wilson7
Estimated H-index: 7
(UD: University of Delaware),
Rod D. Roscoe19
Estimated H-index: 19
(Arizona State University at the Polytechnic campus)
The present study extended research on the effectiveness of automated writing evaluation (AWE) systems. Sixth graders were randomly assigned by classroom to an AWE condition that used Project Essay...
Published on Jan 1, 2019
Alexandros Chavdoulas (Hellenic Open University), Maria Pavlis Korres (A.U.Th.: Aristotle University of Thessaloniki), Piera Leftheriotou1
Estimated H-index: 1
(Hellenic Open University)
Published on Dec 1, 2018
Christian Rapp3
Estimated H-index: 3
(Zürcher Fachhochschule),
Peter Emau Kauf1
Estimated H-index: 1
No thesis - no graduation. Academic writing poses manifold challenges to students, instructors and institutions alike. High labor costs, increasing student numbers, and the Bologna Process (which has reduced the period after which undergraduates in Europe submit their first thesis and thus the time available to focus on writing skills) all pose a threat to students’ academic writing abilities. This situation gave rise to the practical goal of this study: to determine if, and to what extent, acad...
Published on Nov 14, 2018in Educational Studies0.78
Shelley Keith4
Estimated H-index: 4
(U of M: University of Memphis),
Shelley Keith (U of M: University of Memphis)+ 1 AuthorsStacy Kastner (Brown University)
ABSTRACTThis study uses a quasi-experimental design to assess how the incorporation of an embedded writing centre tutor in the experimental class affects student achievement in comparison with the control class which had limited involvement with The Writing Centre. Data were collected from 43 students enrolled in two classes who completed a total of 158 papers in a writing-intensive criminological theory course. Using ordinary least squares regression, we find that paper grades and final grades ...
Published on Oct 1, 2018in Teaching of Psychology0.98
Marianne Fallon2
Estimated H-index: 2
(CCSU: Central Connecticut State University),
Mary A. Mahon (CCSU: Central Connecticut State University), Melaney Coyle (CCSU: Central Connecticut State University)
Improving students’ knowledge and application of American Psychological Association (APA) formatting rules typically involves spending class time reviewing or practicing these rules. Screencasts (narrated lectures with real-time screen capture) can reduce the time professors devote to teaching APA format. In addition to imparting rules, screencasts illustrate how to implement rules in a digital environment. Across two experiments, we examined whether screencasts effectively taught students how t...
Published on Mar 1, 2018
Dolores Perin16
Estimated H-index: 16
(Columbia University),
Mark Lauterbach2
Estimated H-index: 2
(CUNY: City University of New York)
The problem of poor writing skills at the postsecondary level is a large and troubling one. This study investigated the writing skills of low-skilled adults attending college developmental education courses by determining whether variables from an automated scoring system were predictive of human scores on writing quality rubrics. The human-scored measures were a holistic quality rating for a persuasive essay and an analytic quality score for a written summary. Both writing samples were based on...
Published on Feb 13, 2018
Denise Whitelock19
Estimated H-index: 19
,
Duygu Bektik1
Estimated H-index: 1
Large-scale assessment refers to tests that are administered to large numbers of students and are used at local, state, and national levels to measure the progress of schools with respect to educational standards. In order to have accurate and fair measurements, large-scale assessment systems need to include all available students, which means a high volume of students, with large numbers of exams to be marked. The amount of marking that is required is extensive; thus marking exams at this scale...