ERIC Number: ED031470
Record Type: RIE
Publication Date: 1967
Reference Count: N/A
Written Communicative Ability: An Analysis and Treatment.
Lackey, George H., Jr.
This study attempted to answer three questions dealing with written communication: (1) Does the nature of the essay test penalize poor writers? (2) Can short-term, concentrated instruction measurably improve the communication ability of poor writers? (3) Is written communicative ability strongly related to knowledge of the English language? To answer the first question, 257 high school English students were asked to write themes on a common subject and were given an essay test and an objective test on identical material. Sixty "poor" and 64 "good" writers were identified. It was found that the discrepencies between the objective and essay scores of the poor writers did not differ from those of the good writers. To answer the second question, two groups were selected from the 60 poor writers, and one group was given 20 fifty-minute instructional sessions on composition. On the basis of a theme written by both groups, the group receiving the concentrated instruction failed to gain significantly over the control group. To answer the final question, 182 of the students were administered "Nelson's High School English Test, Form A," and their scores were compared to their writing ability; but no strong relationship could be established. (Author/JB)
Descriptors: Communication Skills, English Instruction, Essay Tests, Language Ability, Language Instruction, Remedial Instruction, Secondary Education, Teaching Methods, Verbal Communication, Writing (Composition), Writing Skills
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Note: Ph.D. Dissertation, University of South Carolina.