What automated analyses of corpora can tell us about students’ writing skills

dc.creator	Paul Deane
dc.creator	Thomas Quinlan
dc.date	2010-08-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:13:47Z
dc.date.available	2015-07-20T22:13:47Z
dc.identifier	2030-1006
dc.identifier	https://doaj.org/article/d4434cc4040343f08295a5ff31c9157a
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/16306
dc.description	A particular application of corpus analysis, automated essay scoring (AES) can reveal much about students’ writing skills. In this article we present research undertaken at Educational Testing Service (ETS) as part of its ongoing commitment to developing effective AES systems. AES systems have certain advantages. They can: (a) produce scores similar to those assigned trained human raters, (b) provide a single consistent metric for scoring, and (c) automate linguistic analyses. However, to understand student writing, we may need to look beyond the final essay in various ways, to consider both the process and the product. By broadening our definition of corpora, to capture the dynamics of written composition, it may become possible to identify profiles of writing behavior.
dc.language	English
dc.publisher	University of Antwerp
dc.relation	http://jowr.org/articles/vol2_2/JoWR_2010_vol2_nr2_Deane_Quinlan.pdf
dc.relation	https://doaj.org/toc/2030-1006
dc.rights	CC BY-NC-ND
dc.source	Journal of Writing Research , Vol 2, Iss 2, Pp 151-177 (2010)
dc.subject	automated essay scoring
dc.subject	corpus analysis
dc.subject	writing assessment
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Psychology
dc.subject	BF1-990
dc.subject	Philosophy. Psychology. Religion
dc.subject	B
dc.subject	DOAJ:Psychology
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Psychology
dc.subject	BF1-990
dc.subject	Philosophy. Psychology. Religion
dc.subject	B
dc.subject	DOAJ:Psychology
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Psychology
dc.subject	BF1-990
dc.subject	Philosophy. Psychology. Religion
dc.subject	B
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Psychology
dc.subject	BF1-990
dc.subject	Philosophy. Psychology. Religion
dc.subject	B
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Psychology
dc.subject	BF1-990
dc.subject	Philosophy. Psychology. Religion
dc.subject	B
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	What automated analyses of corpora can tell us about students’ writing skills
dc.type	article