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ERIC Number: ED155725
Record Type: RIE
Publication Date: 1978
Pages: 30
Abstractor: N/A
Reference Count: 0
Measurable Improvement in the Writing of Remedial College Students.
Lunsford, Andrea
A study of 94 students was undertaken in an attempt to support the hypothesis that remedial English instruction in college can result in measurable improvement in student writing. These students, chosen randomly from 376 prospective remedial students were divided into seven different writing classes which met for one-hour class sessions four days a week. The students also spent two hours of individualized instruction in a writing lab staffed by course instructors. The study design was weakened however by the lack of a cohesive control group--65 students scattered throughout the regular freshman English sections or not even enrolled in an English class. Of the pilot project students, 75% went on to complete freshman English, 80% of these with a grade of C or above. Of the control group, only 21 students enrolled in freshman English and only 13% received a mark of C or above. Results show that remedial students' writing can improve measurably, even in the confines of a nine week term, and that students progress best when interacting with a group. For this reason, totally individualized programs should not be used with remedial students. (JF)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Research prepared at the University of British Columbia