ERIC Number: ED212660
Record Type: RIE
Publication Date: 1978-Nov
The Relationship of Classroom Instructional Characteristics and Writing in the Descriptive/Narrative Mode.
The purpose of the proposed study was to examine relationships between instructional characteristics in required high school composition classrooms and quality of writing in one of the four domains included in the curriculum, the imaginative/narrative domain. Questionnaire data were collected on objectives, writing activities, and specific writing skills to which instructional time is devoted; frequency and type of writing practice provided; and grading procedures employed. These data were examined in relation to students' writing performance as measured by the ratings assigned to the student essay samples written for this study. Teachers of average-ability writing classes were more concerned with grammar and mechanics, and offered more in-class assignments. Above-average class teachers spent more time in individual conferences, assigned longer papers, and provided more specific suggestions for improvement. Tracking, or class assignment, was the single significant variable related to variability in student writing scores. (Author/BW)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: California Univ., Los Angeles. Center for the Study of Evaluation.
Note: A portion of Appendix A, Student Questionnaire on Use of Instructional Variables, is marginally legible due to small print.