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ERIC Number: ED414570
Record Type: Non-Journal
Publication Date: 1997
Pages: 28
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effects of Professors' Feedback on the Growth of Students' Overall Writing Quality in Two College Freshman English Courses.
Davis, Wes; Fulton, Joe
A comparative study examined the extent of growth in overall writing quality of college freshmen to determine whether feedback from the instructor during planning and the composing process (especially on the computer) was more effective than another instructor's feedback during conferences on each final, graded writing product in the students' outcomes. Subjects were 40 college freshmen, 20 in each comparison group. The study used a qualitative, pretest/posttest quasi-experimental design, with statistical analysis of variance (ANOVA). Results indicated that the students' growth in overall writing quality, between their pretest and posttest essays, was statistically significant for both comparison groups of writers. However, there was no significant difference between the two comparison groups in terms of the students' posttest outcomes in overall writing quality, although the group of students receiving feedback during their planning and composing did show slightly more growth in writing than did students receiving feedback after each of their essays had been graded. Findings suggest that both professors' personal feedback on their students' writing, combined with these instructors' methods for teaching freshman composition, made a statistically significant difference in their students' growth in their overall writing quality. (Contains 15 references; a description of essay scoring procedure is appended.) (Author/CR)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A