The Development of Writing Proficiency as a Function of Grade Level: A Linguistic Analysis

Written Communication Jul 2011

The Development of Writing Proficiency as a Function of Grade Level: A Linguistic Analysis

Scott A. Crossley Georgia State University ; Jennifer L. Weston University of Memphis ; Susan T. McLain Sullivan Oakton Community College ; Danielle S. McNamara University of Memphis

Abstract

In this study, a corpus of essays stratified by level (9th grade, 11th grade, and college freshman) are analyzed computationally to discriminate differences between the linguistic features produced in essays by adolescents and young adults. The automated tool Coh-Metrix is used to examine to what degree essays written at various grade levels can be distinguished from one another using a number of linguistic features related to lexical sophistication (i.e., word frequency, word concreteness), syntactic complexity (i.e., the number of modifiers per noun phrase), and cohesion (i.e., word overlap, incidence of connectives). The analysis demonstrates that high school and college writers develop linguistic strategies as a function of grade level. Primarily, these writers produce more sophisticated words and more complex sentence structure as grade level increases. In contrast, these writers produce fewer cohesive features in text as a function of grade level. This analysis supports the notion that linguistic development occurs in the later stages of writing development and that this development is primarily related to producing texts that are less cohesive and more elaborate.

Journal: Written Communication
Published: 2011-07-01
DOI: 10.1177/0741088311410188
Open Access: Closed
Topics: rhetorical theory

Citation Context

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