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ERIC Number: ED046942
Record Type: RIE
Publication Date: 1970-Jul
Pages: 39
Abstractor: N/A
Reference Count: 0
English Composition by a Comparative Method Using an Operationally Defined Theme Evaluation Technique. Final Report Draft.
Langlois, Kathryn
Since Students in Freshman English face the problem of feeling that they cannot begin to match the professional writers whose essays they read, an experiment was designed in which instructors used well-written themes of fellow students as examples of good writing on a level more attainable than the professional essayist. Pairs of themes--one well written, one poorly written--were read, discussed, and compared by students in the experimental group before actually writing a specific rhetorical assignment, while the control group was taught by the instructor's conventional method. Themes of both experimental and control classes were judged according to a "Behavioral Objective" (for thesis statement, organizational outline, theme body, introduction, and conclusion) agreed upon by the Project Director and colleagues as "writing." Results were twofold: (1) the comparative method seemed to be effective in the teaching of some kinds of themes (e.g., definition, comparison-contrast, diagnostic themes) and ineffective in others (e.g., illustration themes); and (2) the Behavioral Objective used to measure and evaluate both sets of themes proved to be the greatest contribution of the project. Five graphs included in this report may be illegible in hard copy reproduction. (JMC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Saint Louis Community Coll., MO.