Literaturnachweis - Detailanzeige
| Autor/in | Hartnett, Carolyn G. |
|---|---|
| Titel | Cohesion and Mental Processes in Writing Competence. |
| Quelle | (1980), (30 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Cohesion (Written Composition); College Students; Expository Writing; Higher Education; Holistic Evaluation; Remedial Instruction; Teaching Methods; Writing Instruction; Writing Research; Writing Skills |
| Abstract | Based on a review of the research and theory on cohesion in writing, it was hypothesized that developmental students could improve their writing competence and their use of cohesive ties by studying the mental process, meaning, mechanics, and rhetorical purposes of cohesive ties. To test this hypothesis, the persuasive and expository compositions of 79 college students were analyzed for cohesive ties and were holistically evaluated. Two teachers each taught a control group (traditional instruction) and an experimental group (instruction focusing on 11 cohesive ties). The results of the study were as follows: (1) there was a positive correlation between the number of types of cohesive ties and the holistic quality ratings of the papers; (2) differences in cohesion were not related to the mode of the assignment; (3) differences between pretest and posttest scores were not large enough to be significant, though differences between pretest and posttest means showed statistical significance when the experimental groups were compared with the control groups; (4) treatment, teacher, and mode made no significant differences alone, although the effect of the teacher neared significance for holistic scores, and (5) teacher-treatment group interactions caused significant differences in both cohesive ties and holistic gains, though they accounted for only a small part of the total difference. (RL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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