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ERIC Number: ED108241
Record Type: Non-Journal
Publication Date: 1975-Mar
Pages: 14
Abstractor: N/A
Reference Count: N/A
A Study of the Effectiveness of Individualized Writing Lab Instruction for Students in Remedial Freshman Composition.
Tomlinson, Barbara
In order to establish the effects of three different levels of writing lab use on the writing proficiency and attitudes of remedial freshman composition students, three instructional modes were used. Writing lab students spent two hours a week in small group discussions and four hours in the lab, using autotutorial materials. Classroom lecture students attended a large lecture class four hours a week. Lecture-lab students attended the lecture four hours a week and spent two additional hours in the writing lab. Assessment of writing proficiency by means of the Subject A Diagnostic Essay Test included both the larger considerations of composition, such as evidence of critical thinking and organization and development of topic, and the more mechanical aspects of composition writing. The assessment showed no significant difference in student writing proficiency among the groups. However, attitudes of the writing lab group were significantly more favorable toward the Subject A instruction. (Tables of findings and a list of references are included.) (Author/JM)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A