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 beyond the sentence for underlying cognitions. We apply the...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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American Society for Microbiology
2019-01-01
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| Series: | Journal of Microbiology & Biology Education |
| Online Access: | https://journals.asm.org/doi/10.1128/jmbe.v20i1.1709 |
| _version_ | 1819043708374351872 |
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| author | Beverly L. Smith-Keiling Hye In F. Hyun |
| author_facet | Beverly L. Smith-Keiling Hye In F. Hyun |
| author_sort | Beverly L. Smith-Keiling |
| collection | DOAJ |
| description | 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 beyond the sentence for underlying cognitions. We apply the Linguistic Inquiry and Word Count (LIWC) software tool to analyze different forms of student writing used in 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, Analytical Thinking, Clout, Authentic, and Emotional Tone, to provide outputs as raw word counts, as percentages of words used relative to the text compared with 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 psychosocial indicators or the cognitive and analytical process in other science writing. By selecting key variables, or creating a personal dictionary, LIWC can be used to analyze 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. |
| first_indexed | 2024-12-21T10:01:05Z |
| format | Article |
| id | doaj.art-3daa383e29fe40c08a69b9b6ccc306d9 |
| institution | Directory Open Access Journal |
| issn | 1935-7877 1935-7885 |
| language | English |
| last_indexed | 2024-12-21T10:01:05Z |
| publishDate | 2019-01-01 |
| publisher | American Society for Microbiology |
| record_format | Article |
| series | Journal of Microbiology & Biology Education |
| spelling | doaj.art-3daa383e29fe40c08a69b9b6ccc306d92022-12-21T19:07:57ZengAmerican Society for MicrobiologyJournal of Microbiology & Biology Education1935-78771935-78852019-01-0120110.1128/jmbe.v20i1.1709Applying a Computer-Assisted Tool for Semantic Analysis of Writing: Uses for STEM and ELLBeverly L. Smith-Keiling0Hye In F. Hyun1University of Minnesota Medical School and College of Biological Sciences, Department of Biochemistry, Molecular Biology, and Biophysics, Minneapolis, MN 55455University of Minnesota Medical School and College of Biological Sciences, Department of Biochemistry, Molecular Biology, and Biophysics, Minneapolis, MN 55455In 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 beyond the sentence for underlying cognitions. We apply the Linguistic Inquiry and Word Count (LIWC) software tool to analyze different forms of student writing used in 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, Analytical Thinking, Clout, Authentic, and Emotional Tone, to provide outputs as raw word counts, as percentages of words used relative to the text compared with 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 psychosocial indicators or the cognitive and analytical process in other science writing. By selecting key variables, or creating a personal dictionary, LIWC can be used to analyze 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.https://journals.asm.org/doi/10.1128/jmbe.v20i1.1709 |
| spellingShingle | Beverly L. Smith-Keiling Hye In F. Hyun Applying a Computer-Assisted Tool for Semantic Analysis of Writing: Uses for STEM and ELL Journal of Microbiology & Biology Education |
| title | Applying a Computer-Assisted Tool for Semantic Analysis of Writing: Uses for STEM and ELL |
| title_full | Applying a Computer-Assisted Tool for Semantic Analysis of Writing: Uses for STEM and ELL |
| title_fullStr | Applying a Computer-Assisted Tool for Semantic Analysis of Writing: Uses for STEM and ELL |
| title_full_unstemmed | Applying a Computer-Assisted Tool for Semantic Analysis of Writing: Uses for STEM and ELL |
| title_short | Applying a Computer-Assisted Tool for Semantic Analysis of Writing: Uses for STEM and ELL |
| title_sort | applying a computer assisted tool for semantic analysis of writing uses for stem and ell |
| url | https://journals.asm.org/doi/10.1128/jmbe.v20i1.1709 |
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