ERIC Number: ED033117
Record Type: RIE
Publication Date: 1967
Reference Count: N/A
Syntactic and Semantic Elements of Students' Oral and Written Discourse: Implications for Teaching Composition.
Golub, Lester Stanley
The purpose of this study was to determine statistically significant linguistic features of oral and written discourse rated quite high or low by teachers, and to make recommendations based on these findings to supplement existing guidelines for teaching composition. Fifty-five paired oral (tape-recorded) and written compositions were elicited under uniform stimulus conditions from a homogeneous group of 11th-grade students. The compositions were rated on a 1-7 scale by three teachers according to organization, use of conventions, critical thinking, effectiveness, and appropriateness. A frequency count of 35 linguistic items was made for each composition sample rated among the 10 highest or 10 lowest by each teachers. An analysis of the differences among these compositions revealed that (1) teachers rated oral and written discourse equally, (2) male students were rated as better speakers and female students as better writers, (3) students who spoke first did not receive higher ratings than those who wrote first, and (4) significant differences existed in oral and written usage of 8 of the 29 linguistic items frequently encountered among the high and low papers. The results of the research led to 14 recommendations for improving composition instruction. (JM)
Descriptors: Discourse Analysis, English Instruction, Evaluation Criteria, Guidelines, Language Patterns, Language Usage, Linguistic Performance, Linguistics, Oral English, Semantics, Speech Communication, Syntax, Verbal Communication, Writing (Composition), Writing Skills
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Note: Ph.D. Dissertation, Stanford University.