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ERIC Number: ED170775
Record Type: Non-Journal
Publication Date: 1974
Pages: 75
Abstractor: N/A
Reference Count: N/A
In the Mind and onto Paper: A Study of Children's Writing.
San Jose, Christine
A study of children's syntax from a transformational perspective was initiated to explore the following areas: syntactic differences between narrative, descriptive, expository, and argumentative writing, and the relation of these differences to IQ, sex, and reading comprehension; the relation of syntax content; and the relation of children's preferred writing to syntactic structures. Forty fourth grade students participated in a five-week writing unit, one week each in narrative, descriptive, expository, argumentative, and students' preferred modes. The writing was analyzed syntactically week by week, and syntactic performance in the different modes and population groups was compared with grades or content in the modes and in population groups and incidence of specific language functions. Results indicated the following: mode of writing affected length and incidence of syntactic structures; no relationship was found between mode and sex, IQ, or reading comprehension, nor between syntactic complexity and superiority in content grades, nor between syntax and effective expression of content; and students expressed preference for modes eliciting less complex syntax. (Classroom recommendations are included.) (DF)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A