When Small Words Foretell Academic Success: The Case of College Admissions Essays

TLDR

Function words, the most common English words, are invisible yet reveal how people think and approach topics. The authors used automated analysis of 50,000 college admissions essays to derive a categorical‑dynamic language dimension from eight function‑word categories and tracked it against students’ grades over four years. Students who earned higher grades used more articles and prepositions, while those with lower grades used more auxiliary verbs, pronouns, adverbs, conjunctions, and negations, suggesting that categorical language predicts academic success.

Abstract

The smallest and most commonly used words in English are pronouns, articles, and other function words. Almost invisible to the reader or writer, function words can reveal ways people think and approach topics. A computerized text analysis of over 50,000 college admissions essays from more than 25,000 entering students found a coherent dimension of language use based on eight standard function word categories. The dimension, which reflected the degree students used categorical versus dynamic language, was analyzed to track college grades over students' four years of college. Higher grades were associated with greater article and preposition use, indicating categorical language (i.e., references to complexly organized objects and concepts). Lower grades were associated with greater use of auxiliary verbs, pronouns, adverbs, conjunctions, and negations, indicating more dynamic language (i.e., personal narratives). The links between the categorical-dynamic index (CDI) and academic performance hint at the cognitive styles rewarded by higher education institutions.