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ERIC Number: ED366006
Record Type: Non-Journal
Publication Date: 1994
Pages: 16
Abstractor: N/A
Reference Count: N/A
Effectiveness of Two Approaches to Teaching Writing in Improving Students' Knowledge of English Grammar.
Holden, Michael
A study compared the effectiveness of two antithetical approaches to teaching writing (formal grammar instruction and the process approach) on students' knowledge of grammar and writing improvement. Subjects, 70 college students randomly assigned to four sections of a first-year writing course, were divided into treatment and control groups. The diagnostic test which accompanies Houghton Mifflin's "The Riverside Handbook" was administered on a pretest-posttest basis. The same instructor taught both groups and had no knowledge of the experimental design. The treatment group was taught using the process approach. No formal grammar instruction was given to the treatment group. Both groups completed the same essay and other assignments as the treatment group. Results indicated that the treatment group scored a higher number of correct answers on the posttest than did the control group, and the treatment group attempted to answer more test questions on the posttest than the control group did. Findings suggest that the process approach to teaching writing, which deemphasizes formal grammar instruction, may be more effective in improving students' knowledge of grammar than formal grammar instruction. (Four tables of data are included. Contains 11 references.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A