ERIC Number: ED268555
Record Type: RIE
Publication Date: 1985-Dec
Reference Count: 0
Holistic Writing Evaluation: Patterns of Growth in Literacy of Students in the Second and Fourth Grades.
Busch, Katharine Mitchell
A study explored (1) whether children demonstrated growth in writing ability through the experience of writing two or three times a week without direct teacher instruction; (2) what changes could be observed over time in the writing samples of second and fourth graders; (3) whether written language growth was a continuous progression of upward movement or was sporadic in nature; (4) whether growth in writing would be evident to raters not trained with prototypes of competency levels; and (5) what criteria raters would develop to evaluate growth in writing ability. Samples of writing were taken from ten students as second graders and again two years later when they entered fourth grade. Ten raters were then asked to read the samples and devise their own evaluation criteria. Results showed that the raters were able to identify a pattern of growth in the writing of the second grade students over a 14-week period, but less able to discern growth in the fourth grade writing samples. The results also indicated that the raters had generated criteria in four areas of information: in text, organization of text, language use, and mechanics of writing. Among the conclusions drawn from the study are that growth in literacy can be established within grade levels, that growth and development in writing ability is not the same for all children, and that student writing can improve without any guidance from teachers. (Examples of student writing and raters' responses are analyzed in numerous figures.) (DF)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Reading Conference (35th, San Diego, CA, December 3-7, 1985).