Applying a Computer-Assisted Tool for Semantic Analysis of Writing: Uses for STEM and ELL
In addition to human, close reading of student text with rubrics for assessment, educators use nonhuman, distant computer-assisted tools to help quantitatively measure otherwise qualitative keywords to prevent bias in grading and help read between the lines for underlying cognitions. The Linguistic...
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| Format: | Article |
| Language: | English |
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American Society for Microbiology
2019-05-01
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| Series: | Journal of Microbiology & Biology Education |
| Subjects: | |
| Online Access: | http://jmbesubmissions.asm.org/index.php/jmbe/article/view/1709 |
| Summary: | In addition to human, close reading of student text with rubrics for assessment, educators use nonhuman, distant computer-assisted tools to help quantitatively measure otherwise qualitative keywords to prevent bias in grading and help read between the lines for underlying cognitions. The Linguistic Inquiry and Word Count (LIWC) software tool analyzes different forms of student writing useful in Science Technology Engineering and Math (STEM) education and research to assess writing of native English speakers, and non-native English Language Learners (ELLs), including international students. Available in several languages, LIWC measures four summary variables of Analytical Thinking, Clout, Authentic, and Emotional Tone to provide outputs as raw word counts, as percentages of words used relative to the text compared to a dictionary of words in categories and sub-dictionaries, and as scores correlating these words algorithmically based on a dictionary of terms associated with underlying meanings. This tool can help measure student personal reflective writing for underlying psycho-social indicators or the cognitive and analytical process in other science writing. By selecting key variables, or creating a personal dictionary, LIWC can be useful for analyzing scientific writing to detect progressive development of student analytical writing from early draft to final version for different informal and formal writing styles. We share methods, examples, and the potential for using LIWC measures of cognitive processes for different measures of student writing in science courses.
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| ISSN: | 1935-7877 1935-7885 |