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ERIC Number: ED367987
Record Type: Non-Journal
Publication Date: 1993-Feb
Pages: 92
Abstractor: N/A
Reference Count: N/A
Writing from Academic Sources--Authorship in Writing the Critique. Project 9 (Study 2, Phase 1). Final Report.
Mathison, Maureen A.; Spivey, Nancy Nelson
A study examined how college students wrote a critique of a sociology article; which features of written critiques were valued most by professors in the discipline; and whether students' educational level and status predicted the quality of their critiques. Subjects, 32 students enrolled in an upper-level sociology course, read and responded by criticizing an assigned text in preparation for a classroom discussion. Written critiques were analyzed for the manner in which topics, comments, and support were configured and arranged. The critiques were also assessed for the types of evaluative commentary students made about topics, and for the textual transformations made when writing from the source article. A subset of five case study students completed additional tasks. Results indicated (1) overall, students' written critiques generally were well-organized; (2) students who selected fewer topics in their critiques developed the thematic chains in which the topics were embedded; (3) students were told to limit their critiques to two pages, which may have influenced their decisions to provide detail; (4) critiques that received the highest quality ratings provided predominantly negative commentary on the source article and backed it up with disciplinary sources of support; and (5) students who received the lowest quality ratings provided a summary of main points and personal sources of support. (Eight tables, two figures of data, a sample of classroom discourse, questionnaires, instructions for the reading-writing log, consent forms, a student critique, and instructions for rating critiques are attached. Contains 160 references. (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: National Center for the Study of Writing and Literacy, Berkeley, CA.