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ERIC Number: ED163479
Record Type: RIE
Publication Date: 1975
Pages: 10
Abstractor: N/A
Reference Count: 0
A Quasi-Experimental Study of Composition Revision for Developmental Students in a Technical Institute.
Dudenhefer, John Paul
Forty-three students in a developmental English course participated in a study to discover whether students' writing would improve and their satisfaction with the course would be increased if they were permitted to revise their papers after the papers were marked but before they were graded rather than after the papers were both marked and graded, as is traditional. One section of the course was the experimental group and a second section was the control group. Pretest compositions were assigned at the beginning and posttest compositions were assigned at the end of the course. The sections were taught by the same instructor in the same way except for the order of mark-grade-revise. A semantic differential was used to discover what differences in course evaluation might occur between the two sections. Writing improvement was measured in terms of growth in the length of T-units between the pretest and posttest compositions, and frequency of errors was calculated. No statistical differences between the two groups were found in terms of writing improvement nor in terms of course satisfaction, but there was a significant decrease in the frequency of errors within the experimental group. (TJ)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Revision (Written Composition)
Note: Study prepared at the State Technical Institute at Memphis