ERIC Number: ED029043
Record Type: RIE
Publication Date: 1968-Sep
Reference Count: 0
An Experimental Composition Program for Prospective Secondary School Teachers. Interim Report.
This study, undertaken at Bradley University (Peoria, Illinois), sought to determine the comparative effects on writing skills and knowledge of students in two different sequences of English composition: (1) two semesters taken the freshman year, English 101-102, and (2) one semester taken the freshman year and one semester the junior year, English 101-300. An evaluation of the adequacy of the 101-300 sequence as composition preparation for teaching English in the secondary school was made concurrently in the study. Results of a standardized composition test, theme analyses, and evaluations by composition instructors showed slightly greater, but not statistically significant, gains in writing proficiencies in the 101-300 sequence than in the 101-101 sequence. Greater maturity and ability in analyzing, organizing, and expressing complex ideas were shown by students completing the 101-300 sequence which provides the added benefit of a review of writing principles and practice at the upper-class level. However, the level of achievement in writing skills and knowledge shown by English-Education majors in English 300 indicates that additional composition requirements are needed to provide more than minimal qualifications for teaching English in the secondary school. (Author(LH)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Illinois State-Wide Curriculum Study Center in the Preparation of Secondary English Teachers, Urbana.