ERIC Number: ED085727
Record Type: RIE
Publication Date: 1972
Reference Count: N/A
A Study of the Relative Effectiveness of Marking Techniques on Junior College Freshman English Composition.
Bata, Evelyn J.
This study investigated the effect of partial and full correction techniques on composition performance. Eighty-five college students enrolled in three freshman English classes were randomly assigned to three groups within each class for marking purposes. Each group received marginal, terminal, or combined marginal-terminal comments on all themes written for the course. At the beginning of the semester, students wrote two pretest themes and were administered the Cooperative English Test, Expression, Form 1A. At the end of the semester, students wrote two posttest themes and were administered the Cooperative English Test, Expression, Form 1B. The Otis Self-Administering Tests of Mental Ability were also administered. Ten in-class themes were written during the semester. All themes were commented upon in the manner prescribed by the student's treatment group and returned to the students with no revisions required. The findings indicated that full correction was no more effective than partial correction in improving student composition performance. Marginal correction was no more effective than terminal correction in improving writing performance. (Author/WR)
Descriptors: College Freshmen, Doctoral Dissertations, Educational Research, English Instruction, Evaluation Criteria, Evaluation Methods, Student Evaluation, Teaching Methods, Writing (Composition), Writing Skills
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 73-17,028, MFilm $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
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Note: Ph.D. Dissertation, University of Maryland