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ERIC Number: ED047310
Record Type: RIE
Publication Date: 1971-Feb
Pages: 16
Abstractor: N/A
Reference Count: 0
Prerequisites to the Analysis of Paraphrase in Classroom Verbal Interaction.
Keyes, Judith Droz; Loflin, Marvin D.
This paper sets forth a comparative description of the constructs required to isolate and analyze language behavior central to the study of paraphrase--which is here considered central to an understanding of the process of idea sharing in the classroom. Findings are presented which suggest significant black/white differences in terms of these constructs. In particular, black pupils use more wh- complements ("what I want" in "I know what I want"); black pupils adjoin more frequently than do whites, specifically with conditional ("if you leave I'll cry") and purposive ("Study hall is provided for pupils to study in"); white pupils use more conjoining additive links ("Tom left and Mary stayed"), and there is more proform substitution of the type involving a referent shorter than a simplex sentence in white classrooms than in black classrooms. See related documents AL 002 750, AL 002 751 and AL 002 753. (Author/FWB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Missouri Univ., Columbia. Center for Research in Social Behavior.
Identifiers: Paraphrase
Note: Paper presented at the Annual Meeting of the American Educational Research Association, New York, N.Y., February 1971