Abstract
<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> Demonstrates how to use experiential learning (EL) to improve argumentative writing. Presents the design and development of a natural language processing (NLP) application for aiding instructors in providing feedback on student essays. Discusses how EL combined with automated support provides an analytical approach to improving written-communication skills. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</i> High-quality, timely, feedback is an effective way to improve students’ writing. However, large class sizes and limited instructor backgrounds often make formative feedback impossible. Recent trends, including lowering entry requirements, have added to these challenges. Assistive technologies for implementing inclusive education provide viable solutions. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research Questions:</i> 1) How and why can EL be used to develop argumentative writing skills in university STEM students? 2) How can technologies be developed to support using EL in teaching writing? and 3) How might the holistic impact of using such analytic techniques be evaluated? <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methodology:</i> Participants in an EL project were assigned two essays in sequence. They were given instructions on making good arguments and shown how to use an analytic rubric to maximize their scores. The essays were hand scored by tutors who provided scores for each dimension of the rubric. Subsequently, the content and argumentation of the essays were analyzed using NLP techniques to obtain independent scores. Qualitative data were also collected. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Findings:</i> The project produced transformative writing experiences for the participants. It showed how analytical techniques help improve writing skills and how relevant automated instructor assistance can be developed using NLP technologies.
Highlights
G OOD writing, especially making effective arguments, demonstrates excellent critical thinking skills [1]
Existing literature discussed above together with the present study provide evidence that reliable classroom assessment is difficult to achieve
While Ghosh et al [66] showed that these features correlate with the holistic essay score when applied to persuasive essays from standardized tests for teaching English as a second language (TOEFL), this study aims to test the effectiveness of these argumentation features in predicting the argument quality scores obtained in the reliability study
Summary
G OOD writing, especially making effective arguments, demonstrates excellent critical thinking skills [1]. In the U.S, student achievement in reading and writing from the National Assessment of Educational Progress points to a serious crisis in writing instruction: most students do not achieve grade proficiency [5]. Even those secondary graduates with good language skills may run a risk of diminishing them once at university because there are too few opportunities to write essays and for getting good-quality feedback on writing assignments in STEM courses. Vygotsky [9] have been credited for providing the foundations for EL His claims are that thinking, understanding, and knowing happen within a context based on social and cultural factors. EL can, be seen as an analytical process that allows students to develop enduring understandings
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