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ERIC Number: ED049264
Record Type: RIE
Publication Date: 1970
Pages: 222
Abstractor: N/A
Reference Count: N/A
A Comparison of the Teaching of Composition Using Literature as a Model with a Program for the Writing of an Informal Essay.
Rothstein, Robert Noah
This study was designed to determine if there was any difference between a programed method of teaching composition--based on the premise that students write best when they write about themselves, their experiences, or the things they are familiar with--and a traditional method using literature as a model for writing. Six classes of college freshmen formed the test sample, two classes spending 4 class periods on the experimental sequence, three classes spending 4 months in the traditional sequence, and one class receiving no composition training at all. Pre- and post-tests (i.e., writing on an assigned topic) were administered to all groups. Results showed that there was no difference among the judges regarding inter-rater reliability and no significant difference in composition errors between pre- and post-tests. Questionnaires showed that students enjoyed the programed method more than the traditional one and that student attitude toward composition was more favorable after using the programed method. Findings indicated that, when students write about what they know, their writing improves, though the number of composition errors remains the same. One implication of the study is that too much time is spent teaching composition. (Author/DD)
University Microfilms, A Xerox Company, Dissertation Copies Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 70-23,748, MFilm $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, University of Colorado