Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre?

By S. Beers, William Nagy. 2009

268 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/0c08def35cbb80f4e7cb37a0e3f0c0838fcd8549

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In Developmental and Educational Psychology

In Education

In Language and Linguistics

Citations in the corpus

Do Massively Pretrained Language Models Make Better Storytellers? (2019, background): “Low complexity can be a sign of less sophisticated writing, while high complexity can be a sign of poor readability (Beers and Nagy, 2009; McNamara et al., 2010).”
Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: contributions of syntax and transcription to translation (2011, background): “Genre was of interest because relatively little research attention has focused on how syntactic-level construction might interact with genre-specific discourse-level construction (but see Beers & Nagy, 2008, 2009, and this special issue).”
Phrasal complexity in academic writing: A comparison of abstracts written by graduate students and expert writers in applied linguistics (2018, background): “This is because most of the studies in the field (e.g., Beers & Nagy, 2009; Ellis & Yuan, 2004; Hunt, 1965; Jiang, 2012; Stockwell & Harrington, 2003) have traditionally focused on clausal embedding and subordination measures based on the assumption that academic writing derives its complexity from…”
Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades (2017, background): “However, planning and translating are complex writing processes that undoubtedly involve many other aspects than those assessed here (for reviews on planning and translating measures, see Hayes & Nash, 1996, and Beers & Nagy, 2009, respectively).”
Same language, different functions: A cross-genre analysis of Chinese EFL learners’ writing performance (2016, methodology): “Two measures based on Beers and Nagy (2009) were generated to assess syntactic complexity in both narrative and argumentative texts.”
Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition (2013, methodology): “The ability to construct syntactically correct and complex sentences is, therefore, a critical translating skill that characterizes expert writing (Beers & Nagy, 2009; Berninger, Nagy, & Beers, 2011).”