A Comparative Study of the Effects of the Rhetorical Approach and the Grammatical Approach in the Teaching of English Composition at Woodridge High School.

Autor/in	Schulz, H. James
Institution	Boston-Northampton School District, MA.
Titel	A Comparative Study of the Effects of the Rhetorical Approach and the Grammatical Approach in the Teaching of English Composition at Woodridge High School.
Quelle	(1967), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Development; Curriculum Evaluation; Educational Testing; English Curriculum; English Instruction; Experimental Teaching; Grammar; Rhetoric; Secondary Education; Student Evaluation; Student Reaction; Traditional Grammar; Writing (Composition); Writing Skills + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; English langauage lessons; Englischunterricht; Experimentalunterricht; Experimentelle Pädagogik; Grammatik; Rhetorik; Sekundarbereich; Schulnote; Studentische Bewertung; Schülerkritik; Traditionelle Grammatik; Schreibübung; Writing skill; Schreibfertigkeit
Abstract	A program of new approaches to teaching composition, funded under an ESEA Title 3 grant, led English teachers at Woodridge High School, Peninsula, Ohio, to test two theories: (1) that no significant difference in writing skills would exist between students exposed to the traditional, formal grammar course and those taught composition through the examination and imitation of writing models, and (2) that students would increase their ability in other English-related areas by using the time previously spent on formal grammar. The principal test instruments--student questionnaires and the Iowa Tests of Educational Development--were administered to over 400 students in grades 9-12. Results from the evaluation conditionally verified the two original hypotheses and indicated that the new composition course based on a rhetorical approach was more effective than the previous grammatical approach. (LH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01