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ERIC Number: ED229761
Record Type: RIE
Publication Date: 1982-Dec-13
Pages: 29
Abstractor: N/A
Reference Count: 0
Traditional Grade-Based Writing Evaluation and the Process Approach: Systems in Conflict.
Meikle, Robert J.
A total of 47 twelfth grade students from five different English classes and the six teachers in the English department at a secondary school in Canada took part in a study to determine what effects traditional grade-based writing evaluation procedures had upon the process of writing. There were three distinct yet related components to the investigation: an evaluation questionnaire, an attitude survey, and group interviews. The evaluation questionnaire allowed respondents the opportunity to grade and comment upon a series of four essays written by former grade 12 students. The attitude survey, administered to the same student and teacher groups during the week following the evaluation questionnaire, consisted of a series of attitude statements that were rated on a Likert scale. Interviews were conducted with six students selected on the basis of their writing ability and their willingness to vocalize some of their thoughts on writing and its evaluation. The wide range of data seemed to indicate that, for many students, the evaluation procedures had a strong influence upon the way they conceived of the process of writing. Although students did participate in prewriting, writing, and certain postwriting activities, when their sights were aimed at one particular target--the teacher--the writing process became distorted. (HOD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A