Dimensions of text-based analytical writing of secondary students

To understand text-based analytical writing quality, we examined (a) the dimensions of this genre, (b) relations between these dimensions, (c) how student demographics factors predict performance in the identified dimensions of writing quality, and (d) how the identified dimensions predict overall writing quality. Text-based analytical writing data from grades 7–12 students (N = 206) were analyzed using confirmatory factor analysis and structural equation modeling. Results showed that the dimensions of writing quality were best captured by a three factor model. Ideas/Structure, Evidence Use, and Language Use were related, but dissociable dimensions of writing. Key demographic variables predicted performance across dimensions in unique ways, which in turn, predicted holistic scores. Specifically, female students outperformed males in each dimension and English only students performed higher than English Learners in each dimension. We discuss the implications of a multidimensional view of writing quality in light of writing evaluation in research and practice.