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ERIC Number: ED306594
Record Type: Non-Journal
Publication Date: 1989-May
Pages: 42
Abstractor: N/A
Reference Count: N/A
Promises of Coherence, Weak Content, and Strong Organization: An Analysis of the Student Texts (Reading-to-Write Report No. 3). Technical Report No. 22.
Kantz, Margaret J.
This study is the third in a series of reports of the Reading-to-Write Project, a collaborative study of students' cognitive processes at one critical point of entry into academic performance. This part of the study examines the problem that teachers have in judging whether textual signals that students use to indicate a persuasive analysis of source material are or are not enacted in their discussions. Subjects, 69 students enrolled in a freshman composition course (36 in the control group and 33 in the experimental group) had their essays graded by a group of teachers. Fifty-seven students later handed in revised essays. In discussions some essays came in for special scrutiny because the raters encountered various difficulties when they applied their initial taxonomy of organizing plans to the freshman papers. This led to the development of an elaborated taxonomy of task representations. (Two figures are included; and the Reading-to-Write study list of references, instructions to judges of essays, and sample essays are attached.) (RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Study of Writing, Berkeley, CA.; Center for the Study of Writing, Pittsburgh, PA.