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ERIC Number: ED071083
Record Type: RIE
Publication Date: 1971
Pages: 207
Abstractor: N/A
Reference Count: N/A
A Study of the Effects of Two Methods of Teaching Composition to Twelfth Graders.
Adams, Vernon Ardell
Two different teaching methods were compared for their effectiveness on the writing skill and attitudes of twelfth graders. The sample included 135 randomly assigned students in six classes of an elective precollege writing course, with no significant differences between the students on the basis of ability or attitude. Traditionally oriented Method A imposed a high level of structure on all classroom activities and assignments. Writing assignments were preceded by a study of several professional essays, the topics were clearly limited, and the length and form of discourse were always prescribed. Comments by the graders were brief and directed at the errors in organization or arrangement of paragraphs. Method B, on the other hand, was quite flexible. There were no writing models (except those written by students), topic restrictions, or prescribed lengths and formats for themes. Mechanical and structural errors were unmarked and final comments were rather long and affirmative relative to students' ideas. Differences in writing skills and attitudes were evaluated and measured with the results indicating a greater positive student attitude toward Method B. No statistically significant differences in writing skills were found between the two methods throughout the study. (Author/HS)
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 72-12,055, 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: Ph.D. Dissertation, University of Illinois at Urbana-Champaign