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ERIC Number: ED057046
Record Type: RIE
Publication Date: 1971
Pages: 181
Abstractor: N/A
Reference Count: N/A
The Oral Responses of Selected Fifth Grade Children to Questions Concerning Their Written Expression.
Sawkins, Margaret Wilmarth
This study was undertaken to investigate approaches fifth grade children of similar mental ability follow when writing narrative compositions, to identify procedures unique to good and poor writers, and to observe sex differences relative to quality of written expression and ability to verbalize concerning the writing process. A sample of 230 fifth grade pupils enrolled in two suburban schools were the subjects of the study. Thirty male and 30 female subjects whose IQ scores ranged from 98 to 113 were interviewed following the writing of two compositions. Thirteen hypotheses concerned with various procedures followed when writing, and two hypotheses concerned with sex differences were tested using two chi square tests, one with frequences based on the hypothesis of equal probability, the other with contingency frequencies. Conclusions include: (1) Aspects of content are considered before and during the writing, but reasons given for proofreading and rewriting are related to the mechanics of writing; (2) Very little use is made of notes or outlines; (3) Little specific thought is given to appropriate wording or effective use of sentences; (4) Little story preplanning is done; (5) Little help, except with spelling, is elicited from teachers; (6) More able writers tend to be concerned with the content of written expression; (7) Less able writers tend to be concerned with the mechanics of writing; (8) Girls tend, more frequently than boys, to write compositions judged to be of high quality. (Author/CK)
University Microfilms, A Xerox Company, Dissertation Copies Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 71-16,463: MF $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, State University of New York at Buffalo