ERIC Number: ED122292
Record Type: Non-Journal
Publication Date: 1975
Reference Count: N/A
An Experimental Study of Two Techniques of Composition Revision in a Developmental English Course for Technical Students.
Dudenhefer, John Paul, Jr.
The purpose of this study was to determine whether students enrolled in a developmental English course at a public technical institute would show greater writing improvement and course satisfaction if they revised compositions before rather than after grading. The 21 member control and 22 member experimental groups were composed of students enrolled in a beginning communications course who had scored lower than 14 on the English subtest of the American College Test (ACT). The instructional program was the same for both groups except for the technique of composition revision. The experimental group revised six compositions before they were marked and graded, while the control group revised after grading. Data were collected in the form of mean T-unit length and frequency of errors per 100 words. A semantic differential was utilized to measure course satisfaction. Results indicate a significant reduction of errors in the experimental group, but no significant changes in T-unit length or increased satisfaction with course procedures were noted. It was concluded that the experimental technique was a valid method of reducing errors in composition. (Author/KS)
Descriptors: Doctoral Dissertations, Educational Research, English Instruction, Student Attitudes, Teaching Methods, Technical Institutes, Two Year Colleges, Writing Skills
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-11,733, MFilm $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A