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ERIC Number: ED224350
Record Type: RIE
Publication Date: 1982
Pages: 11
Abstractor: N/A
Reference Count: 0
Sentence-Combining -- Not If or When, but How.
McKee, Macey Blackburn
A method of teaching English as a second language (ESL) involving open sentence combining practice with group discussion was compared with a more traditional teaching method. Students were largely college-bound and attended the University of Arizona's ESL Center. Sentence combining was analyzed for a paragraph-length exercise on a low-level scientific topic and a free-writing sample on a daily conversation topic, which were produced in the first and last weeks of an 8-week session. For 7 weeks, the traditional instruction (control) group completed text exercises and some compositions and identified and corrected errors as a class. During this same time span, the experimental group completed a free-writing assignment focusing on some particular structure or an open-writing exercise in sentence combining using a variety of structures. They were also given an essay assignment designed to elicit a given structure. It was found that the type of sentence combining practiced by the experimental group resulted in increased syntactic maturity and a decrease of error. The control group sustained losses, particularly in the error-free measures as they attempted to use the complex structures that they had studied but not mastered. Attention is directed to types of errors, preliminary findings of a 16-week study, and a hypothesis concerning the relationship between increased syntactic maturity scores and improvement in reading comprehension. (SW)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Boyd, John R., Ed.; Haskell, John F., Ed. "Selected Papers from the Illinois TESOL/BE Annual Convention" (10th, Chicago, IL, February 26-27, 1982).