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Beers, S. F., & Nagy, W. E. (2009). Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre?. Reading and Writing, 22(2), 185-200.
Biber, D., Gray, B., & Poonpon, K. (2011). Should we use characteristics of conversation to measure grammatical complexity in L2 writing development?. Tesol Quarterly, 45(1), 5-35.
Coltheart, M. (1981). The MRC psycholinguistic database. The Quarterly Journal of Experimental Psychology Section A, 33(4), 497-505.
Crossley, S. A., Allen, D. B., & McNamara, D. S. (2011). Text readability and intuitive simplification: A comparison of readability formulas. Reading in a foreign language, 23(1), 84-101.
Crossley, S. A., Greenfield, J., & McNamara, D. S. (2008). Assessing text readability using cognitively based indices. Tesol Quarterly, 42(3), 475-493.
Crossley, S. A., Kyle, K., & McNamara, D. S. (2016). The tool for the automatic analysis of text cohesion (TAACO): Automatic assessment of local, global, and text cohesion. Behavior research methods, 48(4), 1227-1237.
Crossley, S. A., Kyle, K., & McNamara, D. S. (2017). Sentiment Analysis and Social Cognition Engine (SEANCE): An automatic tool for sentiment, social cognition, and social-order analysis. Behavior research methods, 49(3), 803-821.
Crossley, S. A., & McNamara, D. S. (2009). Computational assessment of lexical differences in L1 and L2 writing. Journal of Second Language Writing, 18(2), 119-135.
Crossley, S. A., Salsbury, T., & McNamara, D. S. (2012). Predicting the proficiency level of language learners using lexical indices. Language Testing, 29(2), 243-263.
Crossley, S. A., Weston, J. L., McLain Sullivan, S. T., & McNamara, D. S. (2011). The development of writing proficiency as a function of grade level: A linguistic analysis. Written Communication, 28(3), 282-311.
Foltz, P. W., Kintsch, W., & Landauer, T. K. (1998). The measurement of textual coherence with latent semantic analysis. Discourse processes, 25(2-3), 285-307.
Crossley, S. A., Louwerse, M. M., McCarthy, P. M., & McNamara, D. S. (2007). A linguistic analysis of simplified and authentic texts. The Modern Language Journal, 91(1), 15-30.
Crossley, S. A., & McNamara, D. S. (2011). Understanding expert ratings of essay quality: Coh-Metrix analyses of first and second language writing. International Journal of Continuing Engineering Education and Life Long Learning, 21(2-3), 170-191.
Crossley, S. A., & McNamara, D. S. (2012). Predicting second language writing proficiency: The roles of cohesion and linguistic sophistication. Journal of Research in Reading, 35(2), 115-135.
Graesser, A. C., Jeon, M., Yan, Y., & Cai, Z. (2007). Discourse cohesion in text and tutorial dialogue. Information Design Journal, 15(3), 199-213.
Graesser, A. C., Lu, S., Jackson, G. T., Mitchell, H. H., Ventura, M., Olney, A., & Louwerse, M. M. (2004). AutoTutor: A tutor with dialogue in natural language. Behavior Research Methods, Instruments, & Computers, 36(2), 180-192.
Graesser, A. C., & McNamara, D. S. (2011). Computational analyses of multilevel discourse comprehension. Topics in cognitive science, 3(2), 371-398.
Graesser, A. C., McNamara, D. S., & Kulikowich, J. M. (2011). Coh-Metrix: Providing multilevel analyses of text characteristics. Educational researcher, 40(5), 223-234.
Graesser, A. C., McNamara, D. S., Louwerse, M. M., & Cai, Z. (2004). Coh-Metrix: Analysis of text on cohesion and language. Behavior research methods, instruments, & computers, 36(2), 193-202.
Grant, L., & Ginther, A. (2000). Using computer-tagged linguistic features to describe L2 writing differences. Journal of second language writing, 9(2), 123-145.
Guo, L., Crossley, S. A., & McNamara, D. S. (2013). Predicting human judgments of essay quality in both integrated and independent second language writing samples: A comparison study. Assessing Writing, 18(3), 218-238.
Jarvis, S., Grant, L., Bikowski, D., & Ferris, D. (2003). Exploring multiple profiles of highly rated learner compositions. Journal of Second Language Writing, 12(4), 377-403.
Kyle, K., & Crossley, S. A. (2015). Automatically assessing lexical sophistication: Indices, tools, findings, and application. Tesol Quarterly, 49(4), 757-786.
Louwerse, M. M., McCarthy, P. M., McNamara, D. S., & Graesser, A. C. (2004). Variation in language and cohesion across written and spoken registers. In Proceedings of the Annual Meeting of the Cognitive Science Society (Vol. 26, No. 26).
Lu, X. (2011). A corpus‐based evaluation of syntactic complexity measures as indices of college‐level ESL writers' language development. TESOL quarterly, 45(1), 36-62.
Malvern, D., Richards, B., Chipere, N., & Durán, P. (2004). Lexical diversity and language development. New York: Palgrave Macmillan.
McCarthy, P. M., & Jarvis, S. (2010). MTLD, vocd-D, and HD-D: A validation study of sophisticated approaches to lexical diversity assessment. Behavior research methods, 42(2), 381-392.
McCarthy, P. M., Lewis, G. A., Dufty, D. F., & McNamara, D. S. (2006, May). Analyzing Writing Styles with Coh-Metrix. In FLAIRS Conference (pp. 764-769).
McNamara, D. S., Crossley, S. A., & McCarthy, P. M. (2010). Linguistic features of writing quality. Written communication, 27(1), 57-86.
McNamara, D. S., Crossley, S. A., & Roscoe, R. (2013). Natural language processing in an intelligent writing strategy tutoring system. Behavior research methods, 45(2), 499-515.
McNamara, D. S., Louwerse, M. M., & Graesser, A. C. (2002). Coh-Metrix: Automated cohesion and coherence scores to predict text readability and facilitate comprehension. Technical report, Institute for Intelligent Systems, University of Memphis, Memphis, TN.
McNamara, D. S., Louwerse, M. M., McCarthy, P. M., & Graesser, A. C. (2010). Coh-Metrix: Capturing linguistic features of cohesion. Discourse Processes, 47(4), 292-330.
McNamara, D. S., Graesser, A. C., McCarthy, P. M., & Cai, Z. (2014). Automated evaluation of text and discourse with Coh-Metrix. Cambridge University Press.
Mehl, M. R. (2006). Quantitative Text Analysis.
Olinghouse, N. G., & Wilson, J. (2013). The relationship between vocabulary and writing quality in three genres. Reading and Writing, 26(1), 45-65.
Pennebaker, J. W., Francis, M. E., & Booth, R. J. (2001). Linguistic inquiry and word count: LIWC 2001. Mahway: Lawrence Erlbaum Associates, 71(2001), 2001.
Robinson, R. L., Navea, R., & Ickes, W. (2013). Predicting final course performance from students’ written self-introductions: A LIWC analysis. Journal of Language and Social Psychology, 32(4), 469-479.
Uccelli, P., Dobbs, C. L., & Scott, J. (2013). Mastering academic language: Organization and stance in the persuasive writing of high school students. Written Communication, 30(1), 36-62.
Tausczik, Y. R., & Pennebaker, J. W. (2010). The psychological meaning of words: LIWC and computerized text analysis methods. Journal of language and social psychology, 29(1), 24-54.
Yang, W., & Sun, Y. (2012). The use of cohesive devices in argumentative writing by Chinese EFL learners at different proficiency levels. Linguistics and education, 23(1), 31-48.