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ERIC Number: ED039241
Record Type: RIE
Publication Date: 1969-May
Pages: 53
Abstractor: N/A
Reference Count: 0
Interpreting the Penciled Scrawl: A Problem in Teacher Theme Evaluation.
Clarke, Grace Allison
Examining student reactions to teachers' comments on themes, this study aimed to determine the effects of various combinations of reinforcement upon three dependent variables: (1) student perception of comments as positive or negative, (2) student satisfaction with comments, and (3) student confidence in writing ability. Six intermediate and advanced English classes (141 eleventh grade students in all) were divided randomly into nine treatment groups. Two cooperating teachers assigned an argumentative essay, due in 4 days, which then received one of nine comment treatments--composed by the experimenter--but no letter grade. Students were allowed 5 minutes to read these comments before the essays were collected and questionnaires were distributed to be filled out at leisure. Results showed that (1) the number of comments produced little effect; (2) purely negative comments produced lower scores in reinforcement, satisfaction, and confidence than completely positive comments produced; and (3) a mixture of criticism and praise, with praise dominating, produced the most satisfied and confident writers. (The writing assignment and questionnaire are appended.) (JM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: M.A. in Teaching Thesis, University of Chicago