ERIC Number: ED267602
Record Type: RIE
Publication Date: 1985
Reference Count: 0
Sentence Combining: Some Questions.
An examination of the reasons behind the strong evidence that practice in sentence combining leads to overall superiority in writing began with the development of a more precise syntactic instrument than had been used previously and a new set of criteria for rhetorical analysis which focused on unity, organization, succinctness, and cohesiveness. A measure of the cognitive dimensions of text that defines the degree to which the writer abstracts from primary data was also used. These instruments were used to re-analyze writing samples from a previous study. The rhetorical and cognitive analyses revealed that sentence combining does seem to develop or enhance certain skills that transfer to the level of discourse and result in more unified, organized, coherent, and concise writing. Whether that phenomenon represents real cognitive development or creation of a set of useful habits remained unclear. However, sentence combining did not seem to develop the ability or inclination to ascend to higher levels of abstracting. Further investigation by direct classroom observation, comparison of achievement in programs with and without instruction in sentence combining, and use of cognitive tests and procedures to determine the occurrence and extent of actual cognitive changes during writing instruction are recommended. (MSE)
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: In: Carleton Papers in Applied Language Studies. Volume II, 1985. Aviva Freedman, Ed. (FL 015 530).