Teaching Composition Skills with Weekly Multiple Choice Tests in Lieu of Theme Writing. Final Report.

Autor/inn/en	Scannell, Dale P.; Haugh, Oscar M.
Titel	Teaching Composition Skills with Weekly Multiple Choice Tests in Lieu of Theme Writing. Final Report.
Quelle	(1968), (90 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English Instruction; Grade 10; Grammar; Language Usage; Multiple Choice Tests; Objective Tests; Paragraph Composition; Punctuation; Rhetoric; Secondary Education; Sentence Structure; Teaching Methods; Writing (Composition); Writing Exercises; Writing Skills + Suchen Sie Ihr Suchwort? English langauage lessons; Englischunterricht; Grammatik; Sprachgebrauch; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Objektiver Test; Interpunktion; Rhetorik; Sekundarbereich; Satzbau; Satzstruktur; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibübung; Writing skill; Schreibfertigkeit
Abstract	The purpose of the study was to compare the effectiveness with which composition skills could be taught by the traditional theme-assignment approach and by an experimental method using weekly multiple-choice composition tests in lieu of theme writing. The weekly tests were based on original but typical first-draft compositions and covered problems of grammar, punctuation, usage, and organization. Students marked their answers on self-scoring answer sheets. An attempt was made to guide students in an orderly fashion in rewriting the theme, and the test items emphasized composition techniques that students can avoid in their free writing. The subjects were 306 grade 10 students in 14 different classes in two metropolitan school districts. Pretest scores indicated that the sample was relatively typical of grade 10 students. Criteria included scores on a standardized test and marks on a theme. Analysis of variance yielded non-significant F's for all tests of main and interaction effects. The findings are consistent with most prior research which indicates the difficulty of improving student writing skills at the high school level. However, the new method maintained student skills as well as theme writing did and required less teacher time. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01