ERIC Number: ED110992
Record Type: RIE
Publication Date: 1975
Reference Count: N/A
The Impact of Three Teaching Techniques on the Response of Junior College Freshmen to Three Short Stories.
Davis, Charles W.
The three teaching techniques used in three freshmen composition classes at a community college were lecture/discussion, semantic differential, and role playing. Teachers using the lecture/discussion approach presented information especially relevant to either the author, the work, or the milieu and followed the lecture with an open discussion. Teachers using the semantic differential approach established scales of opposite, or nearly opposite, concepts in regard to certain excerpts from the stories. The students recorded their responses to these excerpts by an appropriate mark on the scales. These responses were collected and analyzed, and a discussion was developed based on the results. Excerpts were also used as the basis for the role-playing technique. The goal was to have students identify with and project themselves into future behavior of characters, expressing the feelings and responses that may not have been given in the stories. The written responses to various excerpts were collected and analyzed. Conclusions indicated that the lecture/discussion method of teaching literature appeared to be more effective than the semantic differential one. The nonwritten responses were not affected by the various techniques. (Author/LL)
Descriptors: College Freshmen, Discussion (Teaching Technique), English Instruction, Literature, Short Stories, Teaching Methods, Two Year Colleges, Writing (Composition)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 75-17,545, MFilm-$5.00, Xerography-$11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, Georgia State University-School of Education