Laura L Aull
Biographic Data
| ID | 10378335 |
|---|---|
| NAME | Laura L Aull |
| GIVEN NAMES | Laura L |
| FAMILY NAME | Aull |
| SIGNATURE | AULL L L |
| AFFILIATIONS | Wake Forest University |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
When AI reframes what ‘counts’ as ‘good’ writing
Elaborated Specificity versus Emphatic Generality
Text-driven, quantitative methods provide new ways to analyze student writing, by uncovering recurring grammatical features and related stylistic effects that remain tacit to students and those who read and evaluate student writing. To date, however, these methods are rarely used in research on students transitioning into US postsecondary writing, and especially rare are studies of student writing that is already scored according to high-stakes w…
Linguistic Markers of Stance in Early and Advanced Academic Writing
This article uses corpus methods to examine linguistic expressions of stance in over 4,000 argumentative essays written by incoming first-year university students in comparison with the writing of upper-level undergraduate students and published academics. The findings reveal linguistic stance markers shared across the first-year essays despite differences in students’ educational context, with greatest distinctions emerging between first-year wr…
No prominent works on this page.
Linguistic Markers of Stance in Early and Advanced Academic Writing
This article uses corpus methods to examine linguistic expressions of stance in over 4,000 argumentative essays written by incoming first-year university students in comparison with the writing of upper-level undergraduate students and published academics. The findings reveal linguistic stance markers shared across the first-year essays despite differences in students’ educational context, with greatest distinctions emerging between first-year wr…
Elaborated Specificity versus Emphatic Generality
Text-driven, quantitative methods provide new ways to analyze student writing, by uncovering recurring grammatical features and related stylistic effects that remain tacit to students and those who read and evaluate student writing. To date, however, these methods are rarely used in research on students transitioning into US postsecondary writing, and especially rare are studies of student writing that is already scored according to high-stakes w…
When AI reframes what ‘counts’ as ‘good’ writing
Academic writing (2 works) · Discourse Analysis in Language Studies (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Psychology (2 works) · Argumentative (1 works) · Computer Science (1 works) · Context (archaeology) (1 works) · Contrast (vision) (1 works) · Generality (1 works)