ERIC Number: ED036522
Record Type: RIE
Publication Date: 1969-Sep
Reference Count: 0
Measures of Writing Maturity from Two 500-Word Writing Samples. Report from the Individually Guided Instruction in English Language, Composition, and Literature Project.
Blount, Nathan S.; And Others
The purpose of this study was to estimate the reliability of various measures of writing behavior using 500-word samples instead of 1000-word samples. The themes of 135 eighth graders on narrative and expository topics were collected for 6 weeks, one theme per week. Samples of at least 1000 words were obtained from each student, and the criteria of Hunt (1965) were used to determine which sentences and T-units to include for tabulation. Two 500-word divisions of the 1000-word samples were made and two comparisons between the divisions were carried out. The first comparison involved splitting the sample at the sentence or T-unit nearest the 500-word midpoint. The second comparison was between the odd pages and the even pages. Adjective, adverb, and noun clauses occurred frequently enough to be of importance and correlated .35, .31, and .08, respectively, in the first-half/second-half samples, and .46, .42, and .26 in the odd/even page samples. The five synopsis scores (clause length, clauses per T-unit, T-unit length, T-units per sentence, and sentence length) correlated .48, .22, .56, .48, and .62 between first-half and second-half respectively, and .69, .54, .74, .65, and .77 between odd-page/even-page samples. (Three tables are included.) (Author/LH)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.