书面叙述性、阐释性和说服性语言样本的微观结构和宏观结构测度

IF 0.7 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly Pub Date : 2022-07-21 DOI:10.1177/15257401221111334

C. Karasinski

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引用次数: 1

摘要

本研究确定了1至12年级学生的叙述性、说服性和说明性写作的维度，并评估了语言病理学家(slp)指数对教师6个特征评分的贡献。研究结果可以促进有效的写作干预计划的发展。本文分析了叙事性、说明性和说服性写作样本的语料库(N = 418)的微观结构和宏观结构。每种类型都有五个维度。写作质量包括6个特征。准确性包括拼写、大写和标点错误。复杂度包括t单元的平均长度和子句密度。生产力包括所有体裁的总字数和不同字数，再加上说服的宏观结构。体裁包括叙事和阐述的宏观结构措施以及说服的妥协使用。生产力得分预测了叙述和说服的6个特征，突出了词汇对写作的重要贡献。准确性预测6个特征只对叙述。类型特异性宏观结构指标预测了3个类型的6个性状。

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Microstructure and Macrostructure Measures of Written Narrative, Expository, and Persuasive Language Samples

This investigation identified dimensions of narrative, persuasive, and expository writing in Grades 1 to 12 and assessed the contribution of speech-language pathologists’ (SLPs) indices to scores on teachers’ 6 traits rubric. Findings could facilitate development of effective intervention programs for writing. A corpus of narrative, expository, and persuasive writing samples (N = 418) was analyzed for microstructure and macrostructure. Each genre revealed five dimensions. Writing quality included the 6 traits. Accuracy contained errors of spelling, capitalization, and punctuation. Complexity encompassed mean length of T-unit and clausal density. Productivity included total number of words and number of different words for all genres, plus macrostructure for persuasion. Genre included macrostructure measures for narration and exposition and use of compromises for persuasion. Productivity scores predicted 6 traits for narration and persuasion, highlighting the important contribution of vocabulary to writing. Accuracy predicted 6 traits only for narration. Indices of genre-specific macrostructure predicted 6 traits total for all three genres.

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来源期刊

Communication Disorders Quarterly REHABILITATION-

CiteScore

1.90

自引率

0.00%

发文量

期刊介绍： Articles for Communication Disorders Quarterly (CDQ) are accepted for review on a continual basis. The editor of CDQ welcomes submissions of previously unpublished applied and clinical research relating to typical and atypical communication across the lifespan. This includes assessment of and interventions for communicative disorders in infants, toddlers, young children, school-age children, youth, and adults. The readers of CDQ represent a breadth of viewpoints and professional interests, which is also reflected in the diversity of interests and expertise of the editorial board members. The journal is particularly of interest to speech–language pathologists and teachers of the deaf and hard of hearing. CDQ uses a masked peer review process for submissions.