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ERIC Number: ED188170
Record Type: RIE
Publication Date: 1980-Mar
Reference Count: 0
Error Reduction by Freshman Writers and Its Relationship to Grouping.
Battle, Mary Vroman
A study was conducted to determine what conditions connected with college students' entering status were associated with significantly increased error reduction during the first semester of freshman composition and what factors connected with preparation made it possible to classify students who proved to be successful--or unsuccessful--in that semester of the standard course in composition. Three sections of freshman composition that contained students just above, just at, or just below passing were selected for the study. Student placement in the course sections was determined by ACT-English scores and by the number of errors in their initial writing samples. The only variation in the instruction of the three sections was that more class time was given to the particular problems observed in the writing of the majority of students in each section. Errors in the initial and final compositions of the students were analyzed. The results showed that students studying in sections that gave time to their particular problems significantly reduced their errors. Several factors studied distinguished between students who passed and those who failed. A combination of initial errors, ACT score, age, and full time/part time status correctly classified 97.5% of the students. (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (31st, Washington, DC, March 13-15, 1980).