ERIC Number: ED181468
Record Type: RIE
Publication Date: 1977
Reference Count: 0
High School Writing Programs and Their Effect on College Composition.
Hache, Marlene D.
A 12-item survey of English background and proficiency was administered to all Washington State University freshman English students on the first day of class during the fall semester of 1977. A sample of 700 completed questionnaires was selected for analysis. In general, student responses indicated an overall weakness in the teaching of writing and grammar at the high school level. Nearly half the sample either had never had or had taken only one high school writing course. Roughly 22% of the students stated they had written fewer than five papers during high school, while 50% indicated they had written fewer than ten papers. Approximately 46% of the students rated themselves above average in reading ability, but only 29% rated themselves above average in grammar. Fully 80% of the sample stated that their areas of greatest weakness were grammar and the structure of writing. Only 40% of the students completed the questionnaire without making spelling errors; 40% misspelled one or two words, while 5% committed more than three errors. Over 64% of the students listed three books or fewer that they had read and enjoyed prior to university enrollment. When variables in the study were correlated with final grades for the two freshman writing courses, the best predictor of grades was the students' self ratings of high school writing performance. (RL)
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: N/A
Note: Study prepared at Washington State University