Support of Content and Rhetorical Processes of Writing: Effects on the Writing Process and the Written Product

Abstract

The effects of content and rhetorical prompts on writing process activities and the quality of written products were examined. We also examined the usefulness of latent semantic analysis (LSA; Landauer & Dumais, 1997)-a computational technique for representing the content of documents-as a tool for assessing texts. Participants used varied combinations of prompts designed to support content and rhetorical processes. In Experiment 1, content and rhetorical processes were supported only during composition. In Experiment 2, content and rhetorical processes were supported during domain learning and writing. Time spent in 3 writing activities (planning, drafting, revising) was measured, and professional writing instructors and LSA assessed text quality. Content prompts extended time spent writing and were related to improved text quality; rhetorical prompts demonstrated some influence on planning and global text quality only when presented during domain learning. In both experiments, LSA generated consistent judgments of writing quality that resembled human grading.