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ERIC Number: ED207061
Record Type: RIE
Publication Date: 1981-Apr-23
Pages: 82
Abstractor: N/A
Reference Count: 0
Articulation between High School Senior and College Freshman Composition: A Study of the Most Serious Writing Errors as Perceived by Mississippi High School and College English Instructors.
England, Geneva
In a study that investigated the most serious composition problems perceived by teachers of high school senior English and college freshman composition, a questionnaire was sent to all 34 of the Mississippi colleges offering freshman composition and a random sample of 34 Mississippi high schools. Respondents were asked to rate the seriousness of 30 described writing problems. A coversheet was affixed to the questionnaire requesting that certain demographic information be used to better understand the respondents and to construct a profile of the instructors. Results indicated that seven student writing problems were perceived as being most serious by respondents at both levels: (1) failure to provide supporting details for generalized statements; (2) failure to use transitions to develop paragraph coherence; (3) inability to write in a formal, objective style; (4) failure to proofread papers; (5) lack of enjoyment in writing; (6) failure to adequately limit papers; and (7) poor spelling. (Cover letters to the respondents, tally sheets, and data on the teaching experience of respondents are appended.) (HOD)
Publication Type: Reports - Research; Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Mississippi; Writing Difficulties
Note: Not available in paper copy due to marginal legibility of original document.