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ERIC Number: ED316878
Record Type: RIE
Publication Date: 1990
Pages: 52
Abstractor: N/A
Reference Count: N/A
The Effects of Process-Centered and Form-Centered Instruction on the Coherence of College Freshman Writing.
Davis, Wesley K.
This comparative study evaluated the writing growth of 97 college freshman before and after instruction to determine if a process-centered mode of teaching had a more significant impact than a traditional form-centered mode of instruction on discourse coherence in composition. The study used a pretest/posttest, quasi-experimental design with both qualitative and quantitative analyses with statistical analysis. The analysis of overall coherence showed that the form-centered students had a statistically significant gain over the process-centered students, suggesting that writing instruction in discourse forms or structure had a significant effect on the form-centered students for learning "organizational schemata" to guide them in writing connected, coherent discourse. An analysis using the Discourse Matrix showed that the process-centered group made statistically significant gains over the from-centered group in the number and percent of T-units contributing to local and global coherence. Results indicate that combining traditional teaching of discourse forms with modern process-centered instruction may be of substantial benefit for the writing growth of college freshmen in discourse coherence. (Four tables of data are included. Sixty-seven references and three appendixes of the writing tasks and general instructions, the Holistic Coherence Scale, and a discourse matrix of a student writing sample are attached.) (MG)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A