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ERIC Number: ED034787
Record Type: RIE
Publication Date: 1968
Pages: 86
Abstractor: N/A
Reference Count: 0
Effects of Instructional Variables on Syntactic Complexity and Clarity in Children's Written Composition.
Huntington, Jefferson Ross
The purpose of this study was to test the effects of relevant instructional variables operating in the post-stimulus period of prewriting on the syntactic complexity (as measured by mean T-unit length) and on syntactic clarity (as measured by number of faulty word order errors) of children's written composition. A short film was used as the stimulus for writing. The instructional variables were (1) delay in writing, (2) review of film content, and (3) second exposure to the film. Grade 6 pupils (N=136) within a suburban school composed the final study population. The first 70 words of each composition served as the standard writing sample. A 2 x 2 x 2 factorial design incorporated each independent variable as a dichotomy. Complexity and clarity measures were subjected to a factorial analysis of variance. There was no evidence that the instructional variables, either separately or in conjunction, had any effect on the syntactic complexity or clarity of written compositions. A Pearson product moment correlation coefficient revealed no significant correlation between complexity and clarity scores. (Author/LK)
University Microfilms, A Xerox Company, 300 N. Zeeb Rd., Ann Arbor, Michigan 48103 (Order No. 69-1048, Microfilm $3.00, Xerography $4.60)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Rutgers, The State University