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ERIC Number: ED314749
Record Type: Non-Journal
Publication Date: 1990
Pages: 25
Abstractor: N/A
Reference Count: N/A
Evaluative Response to Poetic Convention at Four Grade Levels.
Anderson, Philip M.
A study examined the poetic conventions of rhyme, meter, and diction to determine whether central tendencies and differences in evaluative response at various stages of late childhood and adolescence were discernible. Data were gathered from students of four grade levels (5, 7, 9, 11) enrolled in New York City public schools (359 students in all). Students (with varied knowledge of poetry) were asked to give best/worst evaluative responses to four versions each of three nonnarrative poems chosen from contemporary school anthologies. The versions were the original and three altered versions which, respectively, unrhymed the poem, disturbed the meter, and replaced poetic diction with prosaic diction. Results revealed three patterns of central tendency in the responses. First, a central tendency in evaluative response to the individual poems at each grade level was evident. In each case more than 33% of the respondents chose one altered version over the other three for "best" and for "worst." Second, responses indicated a central tendency in evaluation of altered poetic conventions across the poems. The combined percentages of original and altered diction "best" choices was larger than the combined percentages for rhyme and meter as "best," while the obverse was true for the "worst" versions. Third, a central tendency was evident in individual preferences regarding preferred conventions or forms. More than 21% of students at each of the grade levels selected the same matrix more than once. No clear-cut developmental schema was discernible from the data. (Four tables of data are included; 17 references are attached.) (KEH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A