Analytical Writing Research Articles

The Impact of Graduate Record Exam Threshold Scores in Disqualifying Underrepresented Ethnic-Racial Minority Applicants for Admission to a Doctor of Physical Therapy Program.

A growing number of graduate-level health professions education programs in the United States are discontinuing the use of the Graduate Record Exam (GRE) in their admissions requirements amidst concerns that its use puts Underrepresented Racial Minority (URRM) applicants at a disadvantage. This retrospective cross-sectional study analyzes the association between ethnic-racial selection and the reasons for disqualification among applicants to a public Doctor of Physical Therapy (DPT) program that used a minimum grade point average (GPA), and Analytic Writing and Quantitative Reasoning GRE minimum threshold scores to qualify applicants. There is evidence across the health professions literature that both GRE scores and GPA are associated with success on licensure examinations and academic performance. However, these variables also tend to disadvantage URRM applicants in gaining admissions to postgraduate health care fields, including physical therapy. All applicants (N = 4,797) to a single DPT program from a 9-year period were included. Racial and ethnic self-selections, GRE scores, and prerequisite GPA were coded for each applicant and classified for meeting qualifying criteria. The URRM applicants were disqualified based on GRE scores alone (P < .001) and in combination of GRE and GPA at a statistically significantly (P < .001) higher rate than Overrepresented Racial Group (ORRG) applicants, although the associations were negligible or weak. Compared with ORRG applicants, URRM applicants were at a statistically significant disadvantage because of the GRE threshold scores requirement. Furthermore, this study demonstrated that use of GRE minimum threshold scores disproportionately reduced URRM applicants in the qualified applicant pool. This investigation can be used as a model to inform holistic admission decisions regarding the use of academic variables to achieve the diversity and success goals of the program.

Designing an EAP Course to improve Analytical Writing Proficiency of Graduate Level ESL Learners in the Digital Age

Designing an EAP Course to improve Analytical Writing Proficiency of Graduate Level ESL Learners in the Digital Age

Examining industry expectations and classroom standards

The idea that engineers are graduating without the necessary communication skills, specifically written communication, is not new. In the past 25 years, changes have been made both in accreditation requirements and in engineering program curriculums to work to improve students’ writing skills and make their writing better align with the needs of industry, and research is emerging that considers industry standards and how those standards can be applied to the classroom. One challenge is that the characteristics of quality writing are not always the same for the industry and the classroom, which can create problems for new graduates entering the workforce. This article looks at how effective writing is defined by both academics and professional engineers. Drawing on a study by Cunningham &amp; Stewart (2012), which researched the criteria professional engineers consider essential in effective writing, this article provides the results of a survey of instructors of introductory professional and technical writing classes. The survey was designed to determine the characteristics the instructors use when grading writing assignments. The results are then compared to the characteristics of quality writing as identified by the engineers. In addition, the article reviews assessment rubrics to identify criteria used when evaluating writing and compares these criteria to the qualities of effective writing as determined by the Analytic Writing Continuum, part of the National Writing Project. After determining gaps between industry and academics, the article considers ways to bridge those gaps, including working with professional engineers to obtain sample documents, increasing reading and evaluation of engineering documents in professional and technical writing classes, and using interdisciplinary approaches to course design and instruction.

SUPPORTİNG THE WRİTİNG SKİLLS OF PRİMARY SCHOOL THİRD GRADE GİFTED STUDENTS WİTH ACTİVİTY-BASED DİGİTAL STORYTELLİNG: ACTİON RESEARCH

The aim of this research is to find out how activity-based digital storytelling affects the writing and digital storytelling-making skills of gifted students. In this research, which is designed as an action research, the researcher was the practitioner and also the conductor of the research. The research was conducted in the first semester of the 2018-2019 academic year in the Science and Art Center, where talented students were studying. The study group consists of 7 gifted third-grade students who continue the support education program. The implementation of the action plan took 10 weeks. The data were collected by Student Information Form, 6 + 1 Analytical Writing and Evaluation Scale, Digital Storytelling Evaluation Rubric, interview forms, researcher and student diary. According to the results of the study, the action plan applied improved the writing skills of the students. It was observed that the writing skills of the students improved according to the scores of the students during the pre-evaluation and final evaluation and application process. It was seen that the digital story formation skills of the students improved during the pre-evaluation and final evaluation and application process. According to the opinions of the students, it was determined that with the activity-based digital storytelling activities, the students learned how to write the text types, they liked writing and they found the studies entertaining and these studies improved their writing skills. In addition, it was that writing activities make writing easier, develop imagination, and digital storytelling studies also helped to see and correct errors in writing, and to write more attentive and carefully. In this study, in which action research was used, as the results are not generalized, the activity-based digital storytelling studies can be applied with different methods and the results can be investigated. Additionally, application oriented research can be increased to improve the writing skills of gifted students.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0567/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

The Impact of Collaborative Learning Techniques on Written Expression, Self- Regulation and Writing Motivation

The study examines the effects of collaborative learning techniques on written expression, self-regulation and writing motivation. It was designed according to the pre-test-post-test control group experimental model. The research was conducted during the 2017-2018 academic year with a total of 88 students in in one control and two experimental groups. The first experimental group performed writing exercises according to Co-Op Co-Op and the second experimental group utilized the STAD technique. The control group, on the other hand, carried out writing studies according to the Turkish Lesson Teaching Program (MEB, 2018). Data were collected via a Personal Information Form, 6+1 Analytical Writing and Evaluation Scale, Writing Oriented Self-Regulation Scale and Writing Motivation Scale and were analyzed with the SPSS program. When the findings are examined, a significant difference was seen between the experimental groups and the control group's post-test score average for self-regulation in writing. No significant difference was found between the written expression skills and writing motivation post-test mean scores.

Can the GRE predict valued outcomes? Dropout and writing skill.

Graduate school programs that are considering dropping the GRE as an admissions tool often focus on claims that the test is biased and does not predict valued outcomes. This paper addresses the bias issue and provides evidence related to the prediction of valued outcomes. Two studies are included. The first study used data from chemistry (N = 315) and computer engineering (N = 389) programs from a flagship state university and an Ivy League university to demonstrate the ability of the GRE to predict dropout. Dropout prediction for the chemistry programs was both statistically and practically significant for the GRE quantitative (GRE-Q) scores, but not for the verbal or analytical writing scores. In the computer engineering programs, significant dropout prediction by GRE-Q was evident only for domestic students. In the second study, GRE Analytical Writing scores for 217 students were related to writing produced as part of graduate school coursework and relationships were noted that were both practically and statistically significant.

Reflective Reading Strategy Training through Google Classroom: A Way for Enhancing EFL Student Teachers' Analytic Writing and Reading Self-Regulation

Reflective Reading Strategy Training through Google Classroom: A Way for Enhancing EFL Student Teachers' Analytic Writing and Reading Self-Regulation

Investigation of Story Writing Skills In Elementary School Students (4th-8th Grades)

The aim of this study was to examine elementary school students’ story writing skills according to grade level within the framework of certain variables. The study was designed with a cross-sectional research model, one of the developmental research methods. The study group of the research consisted of 319 students attending 4th, 5th, 6th, 7th and 8th grades. A Story Writing Form developed by the researchers was used as the data collection tool in the research. In the data collection process, the students were given the story writing form and asked to write a story within a certain period by choosing one of the topics included in the form. To evaluate the stories written by the students, the 6+1 Analytic Writing and Assessment Scale was used. The research results revealed that the great majority of students used a title in their stories and that they created their stories with a single paragraph. On the other hand, it was seen that the grade level and gender variables had an effect on the quality of the stories. Generally, the quality of the stories improved as grade level increased, and girls wrote better quality stories than boys. However, this effect was not significant at every grade level.

Student‐Centered Routines for Analytic Writing Online and “In Person”

AbstractIn this article, we describe student‐centered routines that prepare students for success on ambitious text‐based writing assignments. Based on research showing the important role that peer collaboration and classroom discussion play in developing students’ thinking, these routines support students to ‘try out’ their ideas, learn from the perspectives of others, and clarify and revise their own positions in advance of writing. Importantly, these routines can be flexibly applied in both face‐to‐face and virtual classrooms to meet a range of teaching contingencies.

Brief Communication: Predictive Value of Veterinary Student Application Data for Performance in Clinical Year 4.

Student application packages for admission to the University of Georgia College of Veterinary Medicine currently include the following information: undergraduate grade point average (GPA), GPA in science courses, GPA in non-science courses, GPA for the last 45 hours (GPALast45hrs), Graduate Record Examination Quantitative and Verbal Reasoning (GRE-QV) score, GRE Analytical Writing (GRE-AW) score, and grades for 10 required prerequisite courses. From these data, an academics score of up to 70 points is calculated. Faculty reviewers also score each applicant up to a maximum of 30 points (FileScore), giving a total possible score of 100 points. Previous analyses demonstrated that the file score and academic variables are significantly related to first-year GPA of veterinary students; however, it is unknown how these variables relate to performance in clinical rotations. The present study pooled the two most recent graduating classes to compare each academic score component to student clinical rotation grades received during year 4 (CGrYr4) in the teaching hospital. Only one component of the student application packages-the pre-admission GRE-QV score-significantly correlated with CGrYr4.

Analytic Writing as a Form of Fiction

Analytic Writing as a Form of Fiction

Predictive Value of Veterinary Student Application Data for Class Rank at End of Year 1.

Student applications for admission to the University of Georgia College of Veterinary Medicine include the following information: undergraduate grade point average (GPA), GPA in science courses (GPAScience), GPA for the last 45 credit hours (GPALast45hrs), results for the Graduate Record Examination Quantitative and Verbal Reasoning Measures (GRE-QV), results for the GRE Analytical Writing Measure (GRE-AW), and grades received for 10 required prerequisite courses. In addition, three faculty members independently review and score subjective information in applicants’ files (FileScore). The admissions committee determines a composite Admission Score (AdmScore), which is based on GPA, GPAScience, GPALast45hrs, GRE-QV, GRE-AW, and the FileScore. The AdmScore is generally perceived to be a good predictor of class rank at the end of year 1 (CREY1). However, this has not been verified, nor has it been determined which components of the AdmScore have the strongest correlation with CREY1. The present study therefore compared each component of the AdmScore for correlation with CREY1, for the three classes admitted in 2015, 2016 and 2017 (Class15, Class16, Class17). Results suggest that only a few components of the application file are needed to make strong predictive statements about the academic success of veterinary students during the first year of the curriculum.

A Study on the Education of Analytical Writing for Foreign Students

A Study on the Education of Analytical Writing for Foreign Students

Effect of Digital Writing Workshop Activities on Writing Motivation and Development of Story Writing Skills

The aim of this study is to determine the effect of digital writing workshop activities on fourth grade primary students’ story writing skills and writing motivation. The study was carried out in Ankara province during the 2017-2018 academic year. A true experimental design, one of the quantitative research methods, was used in the study. The study group of the research consisted of a total of 30 students (15 in the experimental group and 15 in the control group) studying in the fourth grade of primary school. The Motivation to Write Scale, the Story Elements Evaluation Scale, and the 6+1 Analytical Writing and Evaluation Scale were used as data collection tools for the study. The experimental implementation process lasted 14 weeks. During the implementation, students were asked to write stories using a different digital platform at each stage of the writing process. In the study, t-test for independent groups and ANOVA test were used for the data analysis. The SPSS software program was used for analysis of the data. The findings obtained in the study reveal that with regard to the use of story elements by students who participated in the digital writing workshop implementation and in the dimensions of ideas, organisation, word choice, sentence fluency and spelling in their stories, there was a significant difference in favour of the experimental group. This situation reveals that the digital writing workshop implementation was effective for the improvement of the students’ story writing skills. However, it was determined that there was a significant decrease in the writing motivation scores of the experimental group students who participated in the digital writing workshop, whereas there was no significant change in the writing motivation scores of the students in the control group. This situation reveals that, contrary to expectations, the digital writing workshop activities decreased the students’ writing motivation.

Psychoanalysis in the Public Sphere: A Call for Taking Analytic Thinking, Writing and Action into the Broader World

Starting from the premise that psychoanalytic writing is a core feature of the profession of psychoanalysis, the author considers what and how analysts write about psychoanalysis as inseparable from the state of affairs of the field. What is psychoanalytic writing and what is its purpose? For whom do psychoanalysts write—and can or should this ambit be widened? Does the way we currently and traditionally present psychoanalytic thought and work clarify or obscure what psychoanalysts know and do? These and other questions critically probe differences between what psychoanalysis can do in the consultation room (therapeutic action) and how psychoanalysis can impact our broader world (psychoanalysis “in action”). Using the writer’s own experience as a psychoanalyst who works as an advisor and consultant to corporate leaders and organizations and who writes for a diverse business readership as a point of entry, an argument is made for psychoanalysts to use writing differently to more effectively communicate to the world what psychoanalysts do, what psychoanalysis is capable of, and to be more inventive in engaging in contemporary society.

Introduction to Alexander Stein’s Psychoanalysis in the Public Sphere: A Critical Assessment of the Field and a Call for Taking Analytic Thinking, Writing and Action into the Broader World

Alexander Stein has written what amounts to an urgent manifesto for psychoanalysts who write, particularly those who write (and, I would add, speak) to the public, exhorting us to use our psychoana...

Supplemental Material for The Pathway to Academic Success: Scaling Up a Text-Based Analytical Writing Intervention for Latinos and English Learners in Secondary School

Supplemental Material for The Pathway to Academic Success: Scaling Up a Text-Based Analytical Writing Intervention for Latinos and English Learners in Secondary School

Prediction of Writing True Scores in Automated Scoring of Essays by Best Linear Predictors and Penalized Best Linear Predictors

AbstractMany assessments of writing proficiency that aid in making high‐stakes decisions consist of several essay tasks evaluated by a combination of human holistic scores and computer‐generated scores for essay features such as the rate of grammatical errors per word. Under typical conditions, a summary writing score is provided by a linear combination of the holistic scores and the feature scores. The best linear predictor (BLP) is used to approximate the true composite writing score by a linear combination of holistic scores and scores of essay features. However, because the relationship between computer‐generated feature score and human scores may depend on subgroup membership and the same scoring rules must normally be applied to all test takers, Yao, Haberman, and Zhang proposed a modified methodology of the penalized best linear predictor (PBLP) by incorporating a quadratic penalty function into the conventional BLP method. This research report contains full accounts of the BLP results as well as supplementary PBLP results to Yao et al. for three assessments of writing that aid in making high‐stakes decisions: the TOEFL iBT® Writing test, the GRE® General Analytical Writing subject test, and the Praxis® Core Academic Skills for Educators: Writing assessment. Results obtained indicate the added value in using machine features for prediction of composite true scores of essay writings and effectiveness of the penalty function in suppressing the lack of population invariance.

Examining the Calibration Process for Raters of the GRE® General Test

AbstractOne of the challenges in scoring constructed‐response (CR) items and tasks is ensuring that rater drift does not occur during or across scoring windows. Rater drift reflects changes in how raters interpret and use established scoring criteria to assign essay scores. Calibration is a process used to help control rater drift and, as such, serves as a type of quality control during CR scoring. Calibration sets are designed to provide sufficient evidence that raters have understood and internalized the rubrics and can score accurately across all score points of the score scale. This study examined the calibration process used to qualify raters to score essays from the GRE® Analytical Writing measure. A total of 46 experienced raters participated in the study, and each rater scored up to 630 essays from 1 of 2 essay prompt types. Two research questions were evaluated: Does calibration influence scoring accuracy? and Does reducing the frequency of calibration impact scoring accuracy? While the distribution of score points represented by the essays used in the study did not necessarily reflect what raters see during operational scoring, results suggest that the influence of calibration on Day 1 remains with raters through at least 3 scoring days. Results further suggest that scoring accuracy may be moderated by prompt type. Nevertheless, study results indicate that daily calibration for GRE prompt types may not be necessary and that reducing the frequency of calibration is unlikely to reduce scoring accuracy.

The Effect of English Sentence Patterns and Vocabulary Mastery Upon Student's Analytical Writing Skill

Tujuan dari penelitian ini adalah untuk untuk mengetahui apakah ada pengaruh yang signifikan antara pola kalimat bahasa Inggris dan penguasaan kosakata terhadap keterampilan menulis teks analytical baik secara individual maupun simultan. Penelitian ini diadakan di SMAN 1 Cileungsi siswa kelas X1 dengan jumlah sampel 60 siswa yang diambil secara acak. Metode yang digunakan dalam penelitian adalah ex post facto. Data penguasaan pola kalimat bahasa Inggris, penguasaan kosakata dan keterampilan menulis teks analitycal diperoleh melalui test. Data dianalisis menggunakan metode statistic deskriptif, koefisien korelasi ganda, dan analisis regresi ganda. Untuk menguji statistic menggunakan uji T dan uji F. hasil penelitian menyimpulkan bahwa ada pengaruh yang signifikan pada pola kalimat bahasa Inggris dan penguasaan kosakata terhadap keterampilan menulis teks analytical siswa baik secara individual maupun simultan. Hal ini ditunjukan oleh hasil regresi ganda R= 0.517 dengan kontribusi sebesar 26.7 %, dan Fobserved 10.386 dengan nilai sig= 0.000&lt;0.05. Kata Kunci : Pola Kalimat Bahasa Inggris, Kosakata, dan Keterampilan Menulis