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ERIC Number: ED058205
Record Type: RIE
Publication Date: 1971
Pages: 160
Abstractor: N/A
The Composing Processes of Twelfth Graders.
Emig, Janet
This inquiry examines the composing process of twelfth-grade writers, using a case study method. Eight twelfth graders were asked, in four sessions, each, to give autobiographies of their writing experiences and to compose aloud three times in the presence of a tape recorder and an investigator. Four hypotheses were formulated: (1) Twelfth-grade writers engage in two modes of composing - reflexive and extensive - characterized by processes of different lengths with different clusterings of components; (2) These differences can be ascertained and characterized through having twelfth-grade writers compose aloud; (3) In the composing process of these writers, a set of stylistic principles governs the selection and arrangement of components--lexical, syntactic, rhetorical and imagaic; and (4) For twelfth-grade writers extensive writing occurs chiefly as a school-sponsored activity; reflexive, as a self-sponsored one. The data reveal that: (1) For the sample students, the sponsorship of these two modes of composing is divided, with extensive writing occurring chiefly as the school-sponsored mode and with reflexive writing occurring as a self-sponsored activity; and (2) The composing process for the two modes differs in length and in the clustering of components. The data suggest, for future studies, an extensive examination of the verbal behavior of the students when composing aloud. Finally, the data strongly imply that changes need to be made in the way composition is taught in American secondary schools. (Author/CK)
The National Council of Teachers of English, 1111 Kenyon Road, Urbana, Illinois 61801 (Stock No. 14629: $3.00; 15 or more, $2.70 each, prepaid)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: National Council of Teachers of English, Urbana, IL.