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ERIC Number: ED392067
Record Type: Non-Journal
Publication Date: 1996
Pages: 15
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Educational Implications of a Study on Grammar and Basic Writing Skills in a Developmental English Course.
Davis, Wesley K.
A study examined the growth in basic writing and grammar skills of 14 developmental English students. The study determined whether a traditional rule-based, form-centered mode of instruction, combined with a limited writing-process approach, had any significant impact on overall writing quality and grammar skills. It used a quantitative, pretest/posttest quasi-experimental design to find answers for this inquiry. Results indicated a trend in growth for basic writing and grammar skills across the three main dependent variables or outcomes in the study. In overall writing quality on the students' essays and in grammar skills measured on the College Placement Exam (CPE), the students' growth was statistically significant. On other comprehensive tests in grammar and writing mechanics from the course workbook, the students did show growth in their skills, although this growth was not statistically significant. Statistical analysis on the variables of the study were computed by using Analysis of Variance (ANOVA). F statistic tests were done to determine whether there were significant differences between pretest and posttest scores on the essays, the College Placement Exams, and the exams on grammar and writing mechanics. Findings suggest that these students benefited from the traditional form-centered, rule-based pedagogy, along with limited composing-process approach, to learn procedural knowledge in grammar and basic writing skills for standard English. (Contains 16 references.) (CR)
Publication Type: Opinion Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A