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ERIC Number: ED070095
Record Type: RIE
Publication Date: 1972
Pages: 138
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
An Investigation of Whether Feedback About "Originality" of Story Writing is Associated with Increased Originality in Subsequent Writings of Fifth-Grade Students.
Alpren, Patricia Farrell
The answers to three questions were sought in this study. Does evaluative feedback on the originality of story writing affect originality in subsequent story writing? Does the sex of the student have a significant effect on levels of achievement in originality of story writing? Do reading comprehension levels have a significant effect on levels of achievement in originality of story writing? Three fifth-grades were pooled across classes, separated according to sex, stratified according to high and low reading comprehension scores, and randomly assigned, with replacement, to Experimental Groups 1 and 2, or Control Group 3. The groups met with the investigator on four occasions. Each group was asked to write an original story based upon motivational devices held constant. On Occasion II and IV, Groups 1 and 2 received two different forms of feedback on stories they had written. Group 3 received no feedback on any occasion. Some of the results indicated that: (1) there were no significant differences among the mean scores, across occasions, for Experimental Group 1; (2) Group 2's mean scores differed significantly on Occasion IV, over Occasions I, II, and III,; and (3) on the third writing occasion there was no significant difference between the three groups. (Author/WR)
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 72-20,185, MF $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: Ed.D. Dissertation, Temple University