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ERIC Number: ED188198
Record Type: RIE
Publication Date: 1979
Pages: 54
Abstractor: N/A
Reference Count: 0
Process Into Product: Awareness of the Composing Process Affects the Written Product.
Carroll, Joyce Armstrong
It was hypothesized that teacher participation in the New Jersey Writing Project (NJWF) would improve student writing performance. Eight NJWP school districts and seven control school districts contributed data on 225 high school student writers. Postwriting sample scores served as the dependent variable, while type of group (NJWF/control), socioeconomic status, sex, and prewriting sample scores were the independent variables. Multiple regression analysis produced significant results, indicating that NJWP training in writing as a process was a potent influence on the development of writing ability. Students of teachers so trained showed significant and important increases in their writing performance. The correlation of coefficients among the independent variables showed that socioeconomic status was a significant predictor of pretest scores but had no effect on posttest scores. Females had significantly higher scores overall, but sex had no effect on postwriting when prewriting effects were controlled. Grade level had no correlation with either pretest or posttest scores. The effect of teacher and type of course produced confounding results, because of the difficulty in separating them for analysis. The data nevertheless suggested that the isolated teaching of basic skills might prove counterproductive, and that writing instruction without the benefit of varying contexts and registers for stimuli might not yield desired results. (RL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: New Jersey Writing Project
Note: Research prepared at Rutgers The State University