NotesFAQContact Us
Search Tips
ERIC Number: ED120730
Record Type: Non-Journal
Publication Date: 1975
Pages: 16
Abstractor: N/A
Reference Count: N/A
Evaluating Teaching Methods in Composition.
Sutton, Doris G.
In assessing the evaluation of student compositions, it is evident that even when objectives for freshman composition are established, there is little agreement or consistency among faculty regarding the transfer of these objectives into operational terms. A study conducted at Eastern Kentucky University compared the long term effects of two instructional methods on the achievement and attrition rate of 244 students enrolled in the 1970 fall freshman class. Subjects, first semester freshmen who had scored in the bottom decile on the English section of the American College Test, were randomly enrolled in the writing lab--a lengthened time, tutoring approach--or in remedial English, taught by lecture and discussion in one semester. Effects of these courses showed no difference between the two methods with regard to attrition, but significantly greater achievement by students in the writing laboratory, indicating that transfeered writing skill does assert itself after the freshman year. (Tables illustrating the study are included.) (JM)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A