Assessing College Writing: Do Students Connect with the Text?
Reading-response research has shown that students respond to a text by engaging various cognitive and emotional processes. The aim of the current study was to examine students’ written reactions to an assigned reading as a way to determine (1) whether students connect with the reading and (2) the di...
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Lesya Ukrainka Volyn National University
2020-06-01
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doaj-9eaddb68b2db41569280464312775e7a2021-05-03T02:30:36ZengLesya Ukrainka Volyn National UniversityEast European Journal of Psycholinguistics2312-32652313-21162020-06-017112813910.29038/eejpl.2020.7.1.nalAssessing College Writing: Do Students Connect with the Text?Taleen Nalabandian0https://orcid.org/0000-0002-2478-7341Roman Taraban1https://orcid.org/0000-0002-1815-4687Jessica C. Pittman 2https://orcid.org/0000-0003-4681-3691Sage Maliepaard 3https://orcid.org/0000-0003-0305-6790Texas Tech University, USA Texas Tech University, USA Texas Tech University, USATexas Tech University, USA Reading-response research has shown that students respond to a text by engaging various cognitive and emotional processes. The aim of the current study was to examine students’ written reactions to an assigned reading as a way to determine (1) whether students connect with the reading and (2) the differing cognitive styles they may utilize in their reactions. The methods applied two text-analytic procedures to 238 student reactions to an ethics case study. The procedures were language style matching, which is a metric of engagement, and the categorical-dynamic index, which is a metric of analytic and experiential processing. We predicted that students who more strongly connected—or engaged—with the text would also demonstrate greater analytic thinking in their written response and, conversely, those who weakly connected with the text would express a more informal response based on experience. The data were analyzed using correlation statistics. The results showed that students whose writing more closely matched with the linguistic style of the case study were more likely to use an analytical style of writing, and students whose writing weakly matched the linguistic style of the case study were more likely to use an informal narrative style of writing. Future research should examine the extent to which language style matching and an associated analytic cognitive style are emergent skills that develop over the course of a college experience.http://eejpl.eenu.edu.ua/index.php/eejpl/article/view/290/228language style matchingcategorical-dynamic indexacademic writingcomputerized text analysisliwc |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Taleen Nalabandian Roman Taraban Jessica C. Pittman Sage Maliepaard |
spellingShingle |
Taleen Nalabandian Roman Taraban Jessica C. Pittman Sage Maliepaard Assessing College Writing: Do Students Connect with the Text? East European Journal of Psycholinguistics language style matching categorical-dynamic index academic writing computerized text analysis liwc |
author_facet |
Taleen Nalabandian Roman Taraban Jessica C. Pittman Sage Maliepaard |
author_sort |
Taleen Nalabandian |
title |
Assessing College Writing: Do Students Connect with the Text? |
title_short |
Assessing College Writing: Do Students Connect with the Text? |
title_full |
Assessing College Writing: Do Students Connect with the Text? |
title_fullStr |
Assessing College Writing: Do Students Connect with the Text? |
title_full_unstemmed |
Assessing College Writing: Do Students Connect with the Text? |
title_sort |
assessing college writing: do students connect with the text? |
publisher |
Lesya Ukrainka Volyn National University |
series |
East European Journal of Psycholinguistics |
issn |
2312-3265 2313-2116 |
publishDate |
2020-06-01 |
description |
Reading-response research has shown that students respond to a text by engaging various cognitive and emotional processes. The aim of the current study was to examine students’ written reactions to an assigned reading as a way to determine (1) whether students connect with the reading and (2) the differing cognitive styles they may utilize in their reactions. The methods applied two text-analytic procedures to 238 student reactions to an ethics case study. The procedures were language style matching, which is a metric of engagement, and the categorical-dynamic index, which is a metric of analytic and experiential processing. We predicted that students who more strongly connected—or engaged—with the text would also demonstrate greater analytic thinking in their written response and, conversely, those who weakly connected with the text would express a more informal response based on experience. The data were analyzed using correlation statistics. The results showed that students whose writing more closely matched with the linguistic style of the case study were more likely to use an analytical style of writing, and students whose writing weakly matched the linguistic style of the case study were more likely to use an informal narrative style of writing. Future research should examine the extent to which language style matching and an associated analytic cognitive style are emergent skills that develop over the course of a college experience. |
topic |
language style matching categorical-dynamic index academic writing computerized text analysis liwc |
url |
http://eejpl.eenu.edu.ua/index.php/eejpl/article/view/290/228 |
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