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ERIC Number: ED060014
Record Type: RIE
Publication Date: 1970
Pages: 87
Abstractor: N/A
Reference Count: N/A
Writing Complexity of College Freshmen.
Furbee, Jack Wayne
A sample of 130 university freshmen enrolled in five sections of Composition Rhetoric were subjects in a study of the effect of stimulus on writing complexity. The stimulus, an eight-minute black and white film, was followed by varied instructional experiences in the form of a two-day delay, a review, and a second exposure. The data were treated statistically by an analysis of variance. The general implication of the results of the study was that instructional practices suggestive of drill and repetition, which present more of the "same," result in less complex writing. An optimum level of instructional input wherein subjects received neither minimum nor maximum exposure to the instructional variables produced the greatest degree of writing complexity. (Author/DB)
University Microfilms, A Xerox Company, Dissertation Copies Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No.: 71-15,470: 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, West Virginia University