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ERIC Number: ED003682
Record Type: RIE
Publication Date: 1965
Pages: 47
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
EFFECTS OF A METHOD OF TEACHING SENTENCE STRUCTURE UPON SENTENCE STRUCTURE USED IN WRITING.
MCCOLLEY, JEAN
THIS STUDY CONCERNED THE TEACHING OF WRITING TO COLLEGE FRESHMEN WITHOUT THE TEACHING OF GRAMMAR. THE MEASUREMENT WAS OF SENTENCE MATURITY, DEFINED AS THE NUMBER OF INTRODUCTORY ELEMENTS, INTERRUPTING ELEMENTS, AFTER THOUGHTS, AND PARALLEL STRUCTURES USED BY THE STUDENTS AFTER THE TEACHING COMPARED TO THE NUMBER OF THESE ELEMENTS USED BEFORE THE TEACHING. THE EXPERIMENTAL METHOD WAS ADMINISTERED TO 10 RANDOMLY COMPRISED GROUPS OF COLLEGE FRESHMEN. TEN RANDOMLY COMPRISED GROUPS OF A SIMILAR SIZE WERE TAUGHT IN THE TRADITIONAL METHOD. SOME OF THE CONCLUSIONS DRAWN FROM THE STUDY WERE--(1) A PROGRAM OF CONSISTENT SELF-ANALYSIS OF SENTENCE STRUCTURE CAN INCREASE THE FREQUENCY WITH WHICH A VARIETY OF ELEMENTS ARE USED IN WRITTEN COMPOSITION BY COLLEGE FRESHMEN, (2) THE EXPERIMENTAL PROCEDURE SEEMED USEFUL TO SLIGHTLY MORE THAN 50 PERCENT OF THE INSTRUCTORS, (3) ATTEMPTS TO CREATE A GENERAL IMPROVEMENT IN WRITING SKILLS HAVE BEEN UNSUCCESSFUL, (4) THE CRITERION MEASURE FOR ASSESSING SENTENCE MATURITY MAY HAVE BEEN TOO GROSS. SEVERAL IMPLICATIONS FOR FURTHER STUDY ARE PRESENTED. (JC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Kansas State Coll. of Pittsburg.
Identifiers: KANSAS; PITTSBURG