This study examined two major academic genres of writing: argumentative and technical writing. Three hundred eighty-four undergraduate student-produced texts were parsed and analyzed through a computational tool called Coh-Metrix. The results inform the instructional librarians that students used genre-dependent cohesive devices in a limited way to write research papers.
Bibliographical noteFunding Information:
This study was supported by a grant to the second author from the World-Class University program ( R31-2008-000-10062-0 ) of the Korean Ministry of Education, Science and Technology via the National Research Foundation of Korea.
All Science Journal Classification (ASJC) codes
- Library and Information Sciences