Combining Multiple Measures of Students' Opportunities to Develop Analytic, Text-Based Writing Skills

Correnti, Richard; Matsumura, Lindsay Clare; Hamilton, Laura S.; Wang, Elaine

doi:10.1080/10627197.2012.717035

Cited by 15 publications

(13 citation statements)

References 53 publications

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“…Most have shown significant effects of writing on learning (Atasoy, 2013;Drabick, Weisberg, Paul & Bubier, 2007;Gingerich et al, 2014;Yildiz, 2012); at the same time, some studies have shown null or limited effects (e.g., Linton et al, 2014;Spirgel & Delaney, online 2014;Yassin & Yong, 2013). Researchers have measured the effects of writing on learning in varied ways, over both short time scales such as the particular writing activity, and longer time scales such as the unit of study or the academic year (Correnti, Matsumura, Hamilton & Wang, 2012;Schumacher & Nash, 1991;Tomas & Richie, 2014).…”

Section: Recent Progress In the Methodology Of Writing To Learnmentioning

confidence: 99%

Trends in Research on Writing as a Learning Activity

Klein¹,

Boscolo²

2016

Journal of Writing Research

166

119

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This article discusses five trends in research on writing as a learning activity. Firstly, earlier decades were marked by conflicting views about the effects of writing on learning; in the past decade, the use of meta-analysis has shown that the effects of writing on learning are reliable, and that several variables mediate and moderate these effects. Secondly, in earlier decades, it was thought that text as a medium inherently elicited thinking and learning. Research during the past decade has indicated that writing to learn is a self-regulated activity, dependent on the goals and strategies of the writer. Thirdly, the Writing Across the Curriculum (WAC) movement emphasized domain-general approaches to Writing to Learn (WTL). Much recent research is consistent with the Writing in the Disciplines (WID) movement, incorporating genres that embody forms of reasoning specific to a given discipline. Fourthly, WTL as a classroom practice was always partially social, but the theoretical conceptualization of it was largely individual. During the past two decades, WTL has broadened to include theories and research that integrate social and psychological processes. Fifthly, WTL research has traditionally focused on epistemic learning in schools; more recently, it has been extended to include reflective learning in the professions and additional kinds of outcomes.

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Section: Recent Progress In the Methodology Of Writing To Learnmentioning

confidence: 99%

Trends in Research on Writing as a Learning Activity

Klein¹,

Boscolo²

2016

Journal of Writing Research

166

119

View full text Add to dashboard Cite

show abstract

“…In addition to influencing students' thinking and subject matter content knowledge, research shows that the cognitive demand of the writing tasks assigned to students contributes to the development of their reading skills (Carbonaro & Gamoran, ; Correnti, Matsumura, Hamilton, & Wang, ; S. Graham & Hebert, ; Matsumura, Garnier, Pascal, & Valdés, ; Matsumura, Garnier, Slater, & Boston, ; Newmann, Bryk, & Nagaoka, ). Carbonaro and Gamoran found that high school students with more opportunities to engage in analytical writing showed higher gains in reading achievement test scores.…”

Section: Academic Tasks and Learningmentioning

confidence: 99%

Classroom Writing Tasks and Students' Analytic Text-Based Writing

2015

Self Cite

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The Common Core State Standards emphasize students writing analytically in response to texts. Questions remain about the nature of instruction that develops students' text‐based writing skills. In the present study, we examined the role that writing task quality plays in students' mastery of analytic text‐based writing. Text‐based writing tasks (N = 149) were collected from 27 fifth‐grade teachers in an urban district, and teachers completed daily surveys (i.e., instructional logs) to assess the frequency of their reading and writing instruction (30–45 days total). Students (N = 793) completed a performance assessment of their text‐based writing skills. Results showed that the large majority of writing tasks guided students to retrieve isolated facts or engage with surface‐level features of texts in their writing (i.e., were of a low level of cognitive demand). The cognitive demand of text‐based writing assignments predicted multiple features of students' writing performance, including students' ability to reason analytically about texts (effect size [ES] = .46), use evidence to support their claims (ES = .46), and organize their writing (ES = .35), even after controlling for other dimensions of literacy instruction. The quality (grist) of text to which students responded predicted one dimension of students' writing performance, use of evidence to support their claims (ES = .37). Designing cognitively demanding text‐based tasks should be considered an essential part of writing instruction reform and professional development programs for teachers that aim to increase students' writing skills aligned to the Common Core.

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“…The Response-to-Text Assessment (RTA) (Correnti et al, 2013;Correnti et al, 2012) was developed for research purposes to study upperelementary students' text-based writing skills. The RTA is evaluated with a five-trait rubric.…”

Section: Introductionmentioning

confidence: 99%

Incorporating Coherence of Topics as a Criterion in Automatic Response-to-Text Assessment of the Organization of Writing

Rahimi

Litman

Wang

et al. 2015

Proceedings of the Tenth Workshop on Innovative Use of NLP for Building Educational Applications

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This paper presents an investigation of score prediction for the Organization dimension of an assessment of analytical writing in response to text. With the long-term goal of producing feedback for students and teachers, we designed a task-dependent model that aligns with the scoring rubric and makes use of the source material. Our experimental results show that our rubric-based model performs as well as baselines on datasets from grades 6-8. On shorter and noisier essays from grades 5-6, the rubric-based model performs better than the baselines. Further, we show that the baseline model (lexical chaining) can be improved if we extend it with information from the source text for shorter and noisier data.

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Combining Multiple Measures of Students' Opportunities to Develop Analytic, Text-Based Writing Skills

Cited by 15 publications

References 53 publications

Trends in Research on Writing as a Learning Activity

Trends in Research on Writing as a Learning Activity

Classroom Writing Tasks and Students' Analytic Text-Based Writing

Incorporating Coherence of Topics as a Criterion in Automatic Response-to-Text Assessment of the Organization of Writing

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