Linguistic features in writing quality and development
An overview
Bibliographic Data
| ID | 23328204 |
|---|---|
| Authors | Scott A Crossley (0000-0002-5148-0273, corresponding author), Scott Crossley |
| Year | 2020 |
| Volume | 11 |
| Issue | 11 issue 3 |
| Pages | 415-443 |
| Publication date | 2020-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Writing Research (JOURNAL) |
| Journal identifiers | ISSN: 2030-1006 • E-ISSN: 2294-3307 |
| Publisher | ARLE (International Association for Research in L1 Education) (PUBLISHER) |
| DOI | 10.17239/jowr-2020.11.03.01 |
| OpenAlex | W3006224918 |
| Language | EN |
| Citations received | 70 |
This paper provides an overview of how analyses of linguistic features in writing samples provide a greater understanding of predictions of both text quality and writer development and links between language features within texts. Specifically, this paper provides an overview of how language features found in text can predict human judgements of writing proficiency and changes in writing levels in both cross-sectional and longitudinal studies. The goal is to provide a better understanding of how language features in text produced by writers may influence writing quality and growth. The overview will focus on three main linguistic construct (lexical sophistication, syntactic complexity, and text cohesion) and their interactions with quality and growth in general. The paper will also problematize previous research in terms of context, individual differences, and reproducibility
Cohesion (chemistry) · Context (archaeology) · Focus (optics) · Linguistics · Natural language processing · Quality (philosophy) · Sociology · Sophistication · Writing assessment · Artificial Intelligence · Computer Science · History · Natural Language Processing Techniques · Psychology · Text Readability and Simplification · Writing and Handwriting Education
Textual construction of the hearing-impaired students’ recount texts
A Corpus-Based Approach to Investigate the Cohesive Features Across Different Levels of Cefr
A Corpus-Based Study on Cohesion Development in Writing by EFL Novices
Linguistic features in narrative and opinion genres and their relations to writing quality in fourth grade writing
Using Google Search for English Grammar Learning
Complexity and Difficulty in Second Language Acquisition
Word-Combination-Based Measures of Phraseological Diversity, Sophistication, and Complexity and Their Relationship to Second Language Chinese Proficiency and Writing Quality
Alsi
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Beyond Differences
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From spelling to content
Source integration in source-based writing
Assessing the effects of explicit coherence instruction on EFL students’ integrated writing performance
Multidimensional developmental characteristics of writing skills in Chinese primary school children
Improving writing without teaching it
High and low-scope errors
Ilsa
Morphological complexity and rated writing proficiency
Word-formation complexity
Writing performance in primary grade
Text features associated with students’ generative AI use
The Challenges of Struggling Writers
Students’ Qualitative Narratives on the Role of Artificial Intelligence Chatbots as Tutors in English as a Second Language Writing Development
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Language quality, content, structure
Syntactic and lexical features of adolescent L2 students’ academic writing
Exploring complexity at the lexis-grammar interface
Verbal diversity within constructions as a predictor of L2 writing proficiency
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A portrait of academic literacy in mid-adolescence
Grammatical understanding predicts reading comprehension in secondary-level students
Argumentative writing as a tool to develop conceptual and epistemic knowledge in a college chemistry course designed for non-science majors
Challenges in academic writing
The value of interactional metadiscourse in university level writing
Exploring Revisions in Academic Text
Linguistic Features of Secondary School Writing
A Synchronic and Diachronic Study of Students’ Essays in Italian High Schools
Automated analysis of common errors in L2 learner production
Incorporating online writing resources into self‐regulated learning strategy‐based instruction
The moderating effect of metalinguistic reflection on the linguistic resources used in written scientific explanations / Efecto moderador de la reflexión metalingüística en los recursos lingüísticos empleados en explicaciones científicas escritas
A remodeled cognitive vocabulary approach to assessing writing achievement in EFL education
N -gram use in EFL learners’ retelling and monologic tasks
Text mining of syntactic complexity in L2 writing
Phraseological complexity and low- and intermediate-level L2 learners’ writing quality
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Investigating the relationships of writing behaviours to linguistic complexity and accuracy in independent and integrated writing task performance
Qué Caracteriza a Una Buena Sección Resultados? Vinculación Entre Calidad Y Rasgos Lingüístico-Discursivos en Trabajos Finales De Grado De Ingeniería Informática
A comparative study on lexical and syntactic features of Chinese news texts in Malay Archipelago
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Towards a classification of text features highly indicative of context-appropriate L2 writing competence
Effects of n-grams on the rated L2 writing quality of expository essays
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Linguistic characteristics of online academic forum posts across subregisters, L1 backgrounds, and grades
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A Multidimensional Analysis of Language Use in English Argumentative Essays
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An Analysis of the Linguistic Features of Popular Chinese Online Fantasy Novels
Linguistic Features of Copywriting and Rewriting in the Field of Text Content for Corporate Websites
The Interplay of Task Characteristics, Linguistic Complexity, and Language Proficiency in High‐Stakes English as a Foreign Language Writing
Longitudinal development of L2 learners’ linguistic complexity in reading-to-write argumentative tasks
Features of Grammatical Writing Competence among Early Writers in a Norwegian School Context
Investigating the Relationship Between Linguistic Competence, Ideal Self, Learning Engagement, and Integrated Writing Performance
| Unique citing works | 70 |
|---|---|
| Citations per year | 11,67 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 63 |