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| Autor/in | Resch, Kenneth Edward |
|---|---|
| Titel | An Analysis of the Effectiveness of Freshman Composition as It Is Taught at Western Illinois University. |
| Quelle | (1972), (118 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College Instruction; Comparative Testing; Course Evaluation; Course Objectives; Data Analysis; Educational Testing; English Curriculum; Essays; Evaluation Methods; Hypothesis Testing; Research; Rhetoric; Teacher Effectiveness; Writing (Composition); Writing Skills |
| Abstract | Results of research performed to determine whether or not newly enrolled freshman students improved after one and one-half quarters of composition instruction at Western Illinois University are presented. Using an essay-type placement test given at initial enrollment as a pre-test, 158 students were selected as the experimental group to write post-test essays after one and one-half quarters of composition had been completed. Both the pre-test and post-test essays were subjected to an analytic evaluation which numerically rated each student on the areas of content, organization, style, mechanics, and overall score on the essay. A paired "t" test and a Duncan's Multiple Range test were used to analyze the essay scores data. The general findings and overall conclusions drawn from the study indicated that freshman students do improve their writing ability after one and one-half quarters of composition. That the improvement was due solely to composition instruction cannot be confirmed since no control group existed to control maturation and other possible extraneous variables. A total of 30 null hypotheses were tested in this experiment. Statistical data are presented in 16 tables and in three appendixes. (DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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