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ERIC Number: ED216382
Record Type: Non-Journal
Publication Date: 1982-Mar
Pages: 17
Abstractor: N/A
Reference Count: N/A
Who Benefits: Student Progress in Two Teaching Modes.
Shook, Ronald
A study was conducted to determine if the one-to-one method of teaching writing devised by R. Garrison was superior to more traditional approaches. Subjects were college students in four sections of freshman composition, two using the Garrison method and two using traditional methods of writing instruction. Analysis of data revealed that students who entered a composition class with below mean levels in syntactic maturity made gains in both treatment groups, with students in the one-to-one treatment classes making the larger gains in writing proficiency. However, students who were above the mean level when they entered a class were likely to exhibit loss of syntactic fluency, sometimes drastically. Neither method of instruction seemed to help students who came to class with good syntactic and presentational skills; however, these students were less likely to lose proficiency in classes taught according to the Garrison method. (FL)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A