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ERIC Number: ED264580
Record Type: Non-Journal
Publication Date: 1985-Aug
Pages: 181
Abstractor: N/A
Reference Count: N/A
Three Factors in the Written Production of Limited English Writers in Freshman Composition Courses at U.T. El Paso.
Rollin, Maria Farias
Noting that there are students with limited writing ability who belong neither in regular English composition classes nor in classes for speakers of other languages (ESOL), this paper reports on a study conducted at the University of Texas, EL Paso to produce a profile of 30 limited English writers. Following an introduction to the family backgrounds of these students and the nature of the study, the first three sections of the paper discuss three factors that may contribute to their peculiar situation in freshman writing courses, that is, "betwixt and between" ESOL and English. These three factors--the error factor, the discourse factor, and the reading factor--are gleaned from an examination of student writing samples, reading scores, and student interviews. The fourth section provides an interpretation of the results and posits a theoretical explanation for the performance of the students on the writing tasks. This explanation is based on three current theories of the sociology of language to the effect that language competence is inextricably bound to the idea of sociocultural context and that there are multiple reasons, both local and global, for the underachievement of limited English writers. The final section of the paper presents conclusions, specifically that reading, though not the answer to all of the students' problems, is a major consideration, and that reading and writing are part of a continuum and both should be improved to find a working solution in the writing performance of limited English writers. Tables of data are included in the text, and writing prompts and surveys used in the study are appended. (HTH)
Publication Type: Reports - Research; Dissertations/Theses - Masters Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A