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.