Observational analysis reveals differences in writing quality among students in different service-learning contexts, highlighting the role of teaching methods.
This paper describes methods to study the impact of service-learning on the writing performance of students in first-year college composition. Linguistic and rhetorical features commonly identified as affecting judgments of writing quality are compared to holistic essay ratings to assess the impact of different teaching and learning contexts on writing performance.
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Adrian J. Wurr (2025) studied this question.
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