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ERIC Number: ED173860
Record Type: RIE
Publication Date: 1979-Apr
Pages: 20
Abstractor: N/A
Reference Count: 0
The Effect of Syntactic Complexity on Teachers' Quality Ratings of Narrations and Arguments.
Crowhurst, Marion
The compositions of sixth, tenth, and twelfth grade students were used to determine whether narrations or arguments of high syntactic complexity were rated higher than narrations or arguments of low syntactic complexity. Selection of the compositions was made in pairs--one of high syntactic complexity and one of low syntactic complexity--each written by the same student. The compositions at each grade level were rated by four teachers who taught at that grade level. The holistic score, the composition quality scale, and the sentence structure score were used as the measures of quality. Analyses indicated that arguments of high syntactic complexity rated significantly higher than did arguments of low syntactic complexity for grades ten and twelve; there was no significant difference at grade six. Narrations of high syntactic complexity did not rate higher than narrations of low syntactic complexity at any grade level. In fact, twelfth grade students' narrations of low syntactic complexity rated significantly higher than did their narrations of high syntactic complexity. Overall, it appears that syntactic complexity influenced ratings of arguments but not of narrations. (Author/RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (30th, Minneapolis, Minnesota, April 5-7, 1979)