NotesFAQContact Us
Search Tips
ERIC Number: ED343125
Record Type: Non-Journal
Publication Date: 1991-Oct
Pages: 38
Abstractor: N/A
Reference Count: N/A
The Impact of Length on Handwritten and Wordprocessed Papers.
Peterson, Elaine; Lou, Wei Wei
In 1989 the Portland (Oregon) Public Schools conducted a Direct Writing Assessment of approximately 6,000 students. A voluntary portion included 103 ninth graders who wrote essays on the same topic. The papers were scored twice: once in each student's handwriting and once in word-processed form. Papers were separated into short and long categories and examined for the traits of: (1) ideas and content, (2) organization; (3) voice; (4) word choice; (5) sentence fluency; and (6) conventions. Short papers were seldom rated higher than long ones. For both handwritten and word-processed papers, no short paper rated "high" in total score. In the individual traits, only 1% of papers were rated high, while 17% were rated low. Long papers received 9% high scores and 6% low scores. For individual traits in the long papers, 4% were rated low, while 18% were rated high. However, long papers did not always outscore short papers, as both received a large concentration of middle scores. Results were mixed for long handwritten and word-processed papers. Scores were comparable for most traits, with the exception of organization and conventions. For short papers, scoring patterns were similar for all six traits. It is concluded that many factors impact writing and the scoring of writing papers and more studies are needed on direct writing assessment for scores to be used wisely. (Three appendixes contain assessment data and a fourth appendix provides the analytic rating guide). (SG)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A