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Peer reviewedSmith, William L.; Hull, Glynda A. – Research in the Teaching of English, 1983
Examined whether instruction on a single structure (the relative clause, the appositive, and the infinitive nominal) would alter frequency of use or global syntactic complexity and whether this instruction lasted beyond the immediate posttest. (HOD)
Descriptors: College Freshmen, Measurement Techniques, Sentence Combining, Sentence Structure
Chou, Frank H.; Vaught, Susan A. – 1982
Hypothesizing that students choosing their own topics would produce significantly more writing, a study examined the writing sample length of 42 sixth grade students who had been divided equally into two treatment groups. Treatments were counterbalanced so that during the first writing period students in one group wrote on topics they had selected…
Descriptors: Comparative Analysis, Grade 6, Intermediate Grades, Sentence Structure
Kolln, Martha – 1984
A conscious understanding of the grammar system can have value for student writers. Unfortunately, the positive value of teaching grammar in an instrumental, or functional, way has been overshadowed by the negative and irrelevant data concerning "formal grammar." However, if teachers were to use "rhetorical grammar" and emphasize the importance of…
Descriptors: Grammar, Higher Education, Language Usage, Rhetoric
Download full textKennedy, George E. – 1983
One hundred college remedial writing students participated in a study designed to (1) demonstrate some of the differences between speaking and writing in a controlled situation; (2) test the hypothesis that the writing of subjects who have spoken about a particular topic will be qualitatively superior to the writing of those who have not; and (3)…
Descriptors: College Students, Holistic Evaluation, Remedial Instruction, Sentence Structure
Peer reviewedHarris, Jeanette – College Composition and Communication, 1985
Reports on a small pilot study that investigated the effect of word processing on the revision of six college freshmen. The results suggested that word processing did not encourage students to revise more extensively. (HOD)
Descriptors: Case Studies, College Freshmen, Higher Education, Revision (Written Composition)
Roen, Duane H. – 1985
To study the effects of writers' attending to the informational needs of their readers (episodic perspective taking), each of 65 college freshmen was randomly assigned to one of three treatment conditions: (1) no attention to audience, (2) attention to audience during prewriting, and (3) attention to audience during revising. All three groups…
Descriptors: Cohesion (Written Composition), College Freshmen, Higher Education, Perspective Taking
Daiker, Donald A., Ed.; And Others – 1979
Drawn from a conference that addressed the role of sentence combining in the teaching of writing, the papers in this collection are divided into three sections: the theory of sentence combining, research in sentence combining, and sentence combining in the classroom. The 22 papers discuss a variety of topics, including the following: (1) sentence…
Descriptors: Educational Theories, English Instruction, Higher Education, Paragraph Composition
Smitherman, Geneva; Wright, Sandra – 1984
Using data consisting of descriptive and expressive-narrative essays written in 1969 and 1979 by black 17-year-old students in the stratified probability sample from the National Assessment of Educational Progress (NAEP), a study investigated which language patterns differentiated the NAEP essays written by black students in 1969 from those…
Descriptors: Black Dialects, Black Students, Comparative Analysis, Dialect Studies
Draheim, Marilyn E. – 1983
A training study, consisting of three treatment cycles for a total of nine 50-minute class sessions, was conducted to determine the combined effect of directed reading-thinking activity (DRTA) and conceptual mapping as organizational strategies for college freshmen of low writing ability. Each cycle included DRTA instruction, mapping, discussion,…
Descriptors: Cognitive Processes, College Freshmen, Concept Formation, Concept Mapping
Smith, Vernon H. – 1984
To see what effects practice--frequent writing without teacher correction--would have on the writing of students in grades one and two in one small elementary school, writing samples were collected from all pupils at each grade level in October and May. Five factors were examined: general impression, length, vocabulary, spelling, and syntactic…
Descriptors: Beginning Writing, Grade 1, Grade 2, Language Acquisition
