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ERIC Number: ED082240
Record Type: RIE
Publication Date: 1973
Pages: 126
Abstractor: N/A
Reference Count: N/A
The Effects of Peer Editing/Grading on the Grammar-Usage and Theme-Composition Ability of College Freshmen.
Ford, Bob Wayne
This study was conducted to determine the effects of peer editing/grading of themes on grammar-usage and theme-writing ability of students enrolled in freshman level college composition courses. Fifty students, equally divided into experimental and control groups, completed two forms of the Language Knowledge Test (LKT), one as a pretest and one as a posttest, and wrote seven themes during the eighteen-week experiment. Differences between the LKT scores were considered to be grammar-usage change scores, while differences between the numerical values attached to the first and seventh themes were considered to be theme-composition change scores. The experimental group, those students who edited and graded each others' themes, made significantly higher gains in both their grammar-usage ability and their theme-composition change scores than the control group students, whose themes were edited and graded by the course instructor. None of the biographical variables--sex, size of hometown high school, time of class meeting, academic major, age, English ACT score, and grade classification--was significantly related to the students' gain scores, although the last three listed showed slight correlations with the scores. Several implications for further research are suggested. (Author/TO)
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 73-15,321, 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: Ed.D. Dissertation, The University of Oklahoma