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Analytical Techniques for Developing Argumentative Writing in STEM

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posted on 11.02.2021, 23:11 by Patricia Davies, Yanjun Gao, Smaranda Muresan, Rebecca Passonneau

This article demonstrates how experiential learning could be used to develop argumentative essay writing skills in STEM students. Written feedback, when delivered in a timely manner, is an effective way of advancing students’ understanding of the writing process. Unfortunately, large class sizes and the limited backgrounds of instructors do not always make formative feedback possible. STEM students are especially disadvantaged since approaches to teaching written communication tend to differ from the trial-and-error strategies compatible with many STEM areas. An experiential learning approach to writing instruction can have a positive impact on developing writing skills in STEM learners. Implementing algorithms for providing STEM students with immediate, dependable, formative feedback is expected to improve their performance in writing. This paper discusses an experiential learning project for teaching argumentative writing was delivered to computer science and engineering freshmen. Also discussed are automated analysis of content and argumentation in the essays, using NLP methods.

Funding

NSF IIS 1847842

History

Email Address of Submitting Author

PDavies@pmu.edu.sa

ORCID of Submitting Author

0000-0003-2241-4792

Submitting Author's Institution

Prince Mohammad Bin Fahd University

Submitting Author's Country

Saudi Arabia

Licence

Exports