The Influence of Essay Prompt Directedness on the Content Quality of Summary Writing

• In Event: Division C Section 1a Literacy Paper Session

Abstract

As an important step in the development of browser-based writing-to-learn software that provides immediate structural feedback, we seek ways to improve the quality of students essays and to optimize the software analysis algorithm. This quasi-experimental investigation compares the quality of students’ summary writing under three writing prompt conditions, otherwise identical prompts add either 0, 14, or 26 key terms. Results show that key terms matters substantially – the summary essays of those given the prompt without key terms had longer essays and the resulting networks of those essays were more like the expert referent and like their peers’ essays. Although tentative, these results indicate that writing prompts should NOT include key terms.

Authors

• Roy B. Clariana, Pennsylvania State University
  Presenting Author

• Ryan L. Solnosky, Pennsylvania State University
  Non-Presenting Author