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ERIC Number: ED139030
Record Type: RIE
Publication Date: 1977
Pages: 22
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Syntax, Intellectual Strategies, and Larger Rhetorical Patterns in the Writing of Superior Twelfth Graders and College English Majors in Three Discourse Categories: Expressive, Explanatory, and Persuasive.
Courts, Cynthia
This paper proposes a study of the writing performance of superior twelfth graders and college English majors in three types of discourse: expressive, explanatory, and persuasive. The primary purpose of the study is descriptive, though the results of the descriptive analysis will permit a comparison of twelfth graders' writing with college students' writing. The descriptive analysis is designed to define separately expressive, explanatory, and persuasive discourse according to three kinds of structural patterns: syntax, cognitive strategies, and larger rhetorical patterns. The writing tasks used are arranged into the three major discourse categories; the tasks within each of the categories present the writer with varied audiences and topics. It is anticipated that both the careful differentiation of writing contexts presented in the tasks and the comprehensive structural analysis will culminate in empirically based and generalizable definitions of student writing performance in three types of discourse. It is also anticipated that the study will yield information about the relationship between maturity and discourse type. (Author/AA)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York City, April 1977)