ERIC Number: ED193930
Record Type: RIE
Publication Date: 1980-Apr-10
Reference Count: 0
Input vs. Intake in an Advanced ESL Composition Class.
Input from a course syllabus in advanced university level English as a second language composition was compared with student intake as manifested in the linguistic product (i.e., compositions). The frequencies and types of classroom, teacher, and textbook explanation of sentence control, paragraph organization, and rhetorical control were carefully monitored and logged. An equally careful record of student writing was kept. The quantity of exposure to various writing concepts was compared to an objective and a holistic evaluation of control over these concepts. The students' last three compositions in the course were analyzed to determine the effect of carefully controlled input on intake. Of the five phenomena selected for study--paragraph organization, logical organization, use of subordinating conjunctions, use of main clauses, and use of coordinating conjunctions--there was improvement at the end of the course in all except subordinating conjunctions. (JB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of Teachers of English to Speakers of Other Languages (San Francisco, CA, April 1980).