ERIC Number: ED054158
Record Type: RIE
Publication Date: 1969-May
Reference Count: 0
The WSU-Stevens Point Freshman Composition Project. Final Report.
Buggs, Mary Jo
This project was designed to test the hypothesis that "variation in quantity of practice in writing, when all other relevant factors are held constant, will result in variation of ability to write." Writing was limited to expository writing, and the factors held constant were quality of instruction, ability of students, and evaluation procedures on written materials. Fifteen freshman English sections were included in the experiment. These were divided into three groups of five sections each: the minimal writing group, the average writing group, and the maximum writing group. To determine the writing ability of the students as the project began and to determine the change in ability at the end, two tests were used: Form 1A of the Cooperative English Tests and Form X-35 of the Iowa Tests of Educational Development: Test 3, Correctness and Appropriateness of Expression. Ten essays per student were also evaluated. A comparison of the pre-test and post-test scores on the Iowa Test revealed no constant pattern of change within any of the three groups. A comparison of the scores on the Cooperative English Test revealed that the difference between the pre-test and post-test means was significantly larger beyond the 1/10% level for all three groups. The overall conclusion is that writing practice increases writing ability. (Author/CK)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Wisconsin State Universities Consortium of Research Development, Stevens Point.