ERIC Number: ED049223
Record Type: RIE
Publication Date: 1969
Reference Count: N/A
The Effectiveness of Non-Directive Teaching as a Method of Improving the Writing Ability of College Freshmen.
Putz, Joan M.
The purpose of this study was to determine whether the level of writing achievement of a class of college freshmen who were exposed for one semester to a methodology in which the students selected the form and topic of writing assignments and publicly evaluated each others' writing, and in which the teacher acted only as a moderator of student discussions, would show greater improvement than a similar class exposed to the traditional methodology based on teacher selection of topics, teacher evaluation of student writing, and formal instruction by the teacher using a standard English composition textbook. Comparisons were made of three pretest and three post-test themes written by an experimental group and an alternate treatment group. In addition, both groups completed eight writing assignments. There was no statistically significant difference between the two groups on the cumulative ratings of the post-test essays. There was no measurable change in the writing achievement of either group, thus indicating that deemphasis on formal instruction in grammar, rhetoric, and the formal elements of English composition did not have a detrimental effect. Student responses on post-test questionnaires were strongly in favor of non-directive teaching, indicating that this method may yield other benefits (e.g., greater self confidence). (Author/DD)
Descriptors: Academic Achievement, College Freshmen, Nonauthoritarian Classes, Student Attitudes, Student Participation, Student Role, Student Teacher Relationship, Teacher Guidance, Writing (Composition), Writing Skills
University Microfilms, A Xerox Company, 300 N. Zeeb Rd., Ann Arbor, Mich. 48103 (Order No. 70-15,975, MFilm $4.00, Xerography $6.80)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, New York University