OBJECTIVE To evaluate the impact of three writing tasks on the cognitive, affective and interpersonal factors typically associated with eating disorder symptoms, in a student population. METHOD Two experimental tasks and one control task were evaluated. Participants gave subjective ratings of the writing experience, and objective questionnaire measures were administered at baseline, and 4- an...

We investigate the task of assessing sentencelevel prompt relevance in learner essays. Various systems using word overlap, neural embeddings and neural compositional models are evaluated on two datasets of learner writing. We propose a new method for sentencelevel similarity calculation, which learns to adjust the weights of pre-trained word embeddings for a specific task, achieving substantial...

The Autobiographical Emotional Memory Task (AEMT), which involves recalling and writing about intense emotional experiences, is a widely used method to experimentally induce emotions. The validity of this method depends upon the extent to which it can induce specific desired emotions (intended emotions), while not inducing any other (incidental) emotions at different levels across one (or more)...

The development of WAC programs raised two kinds of assessment questions—concerning assessing students’ work and assessing the success of programs. First, student writing needed to be assessed in a new context. WAC in its very principles challenged the traditional assessment based on general skills displayed in undifferentiated testing situations. WAC highlighted that there were many different ...