ERIC Number: ED217413
Record Type: RIE
Publication Date: 1980-Jun-15
Reference Count: 0
The Writing Abilities of a Representative Sample of Grade 5, 8 and 12 Students. The Carleton Writing Project, Part II. Final Report.
Freedman, Aviva; Pringle, Ian
Prepared as part of a project designed to provide an objectively measured indication of the quality of student writing in one school district, this paper examines argumentative and narrative essays written by students at the fifth, eighth, and twelfth grade levels. The first section of the paper discusses the primary analysis of student writing ability and includes descriptions of the student sample selection process, the writing assignment, the writing samples produced by the students, the mechanical errors made in the essays, and the syntactic complexity evidenced in the essays. The second section provides a rhetorical and cognitive analysis of the essays and discusses the overall rhetorical quality of the papers, the amplitude of the writing, the ability of the students to handle abstract topics, the nature of the arguments presented in the argumentative essays, the rhetorical control of argumentative structure exercised by students, and the nature of the revisions made by the students. The third section discusses the teaching implications of the study's findings, which revealed that the students were unable to structure argumentative prose or to revise their work adequately. Appendixes contain copies of student writing samples. (FL)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Carleton Board of Education. (Ontario).
Identifiers: Qualitative Analysis; Syntactic Complexity
Note: For related document see CS 206 841.