ERIC Number: ED213011
Record Type: RIE
Publication Date: 1982-Feb
Reference Count: 0
Texas English Teachers' Perception of Entering Freshmen's Writing Skills.
Harris, Maverick Marvin
A questionnaire was sent to English instructors in 134 Texas colleges and universities to ascertain their perceptions of entering freshmen's skills in written composition. The variables were type of institution, admission policy, enrollment, and teaching experience. Respondents were asked to indicate their perceptions of the number of entering freshmen who exhibited proficiency in each of 14 composition skills, including consideration of audience and purpose, organization, usage, and spelling and punctuation. The 105 responses indicated that students had a definite deficiency in all writing skills. The respondents indicated that on the average only about half of the freshmen were proficient in their strongest skills. For other skills, the ratings showed a steady decline. Finding and focusing on a personal subject was the area in which freshmen were rated most proficient, followed by construction of grammatical sentences, and spelling. Adapting tone and style to the occasion was the area of least proficiency. Schools with selective admissions ranked their freshmen higher on appropriate diction and correct pronoun agreement and reference. The type of institution, the enrollment, and the number of years of teaching experience had little bearing on teacher perception of freshman writing ability. (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Freshman Composition
Note: Paper presented at the Annual Meeting of the Texas Joint Council of Teachers of English (17th, Fort Worth, TX, February 4-6, 1982).