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ERIC Number: ED191074
Record Type: RIE
Publication Date: 1979
Pages: 32
Abstractor: N/A
Reference Count: 0
Student Writing in the Academic Context: A Linguistic Study of Well-Shaped vs. Poorly-Shaped Essays with Implications for Learning and Teaching.
Jacobs, Suzanne E.
A study of the writing of 11 minority group students in a college biology class explored two questions: (1) how the difference between well-shaped and poorly shaped writing could be described, and (2) how the various pieces of writing of an individual student could be compared. The study concentrated on a contrastive analysis of two pairs of students that rated the linguistic maturity of their writing based on the frequency of predications, or deep-structure related sentences. The writing of each student was classified in one of three developmental stages: chunk-style (simply listing unrelated chunks of information), chaotic (attempting to relate information without a coherent framework), and integrated (combining relational and content information). The conclusions drawn were that there is a developmental sequence in the growth of writing ability, that the in-class essay is difficult to produce, and that a particular style of discourse imposes on the writer a particular cognitive demand. (AEA)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Research prepared at the University of Hawaii.