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ERIC Number: ED049256
Record Type: RIE
Publication Date: 1970
Pages: 123
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Comparative Investigation of Several Methods of Aiding College Freshmen to Achieve Grammatical Accuracy in Written Composition.
Essary, William Howard
Two problems were investigated in this study: (1) Which (if any) method of teaching freshmen composition is most effective in helping college students achieve grammatical accuracy? (2) Is improvement in grammatical accuracy paralleled or contrasted with improvement in content? Relatively weak students (low C high-school average and a mean SAT Verbal score of 373) in 7 classes at a small junior college were taught by 6 different methods, varying chiefly in the emphasis placed on grammar and writing. Students' initial and final themes were graded on content and grammar and any changes were tested for significance by Chi square and binomial distribution. The study revealed that those given instruction in both grammar and writing showed greater improvement in grammatical accuracy than the groups given instruction in grammar or writing (but not both), significant at the .10 level, and greater improvement in content, significant at the .05 level. Consequently, low average students should generally be taught both grammar and writing in their freshman composition course. (Author/DD)
University Microfilms, A Xerox Company, Dissertation Copies Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 70-24,323, MFilm $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Ed.D. Dissertation, The University of Mississippi