No description available.

No description available.

No description available.

Middle schools--Writing apprehension--Adolescent motivation--Peer interaction--Student letters--Writing workshops--Literature logs--Student self-evaluation.

Purpose: The purpose of this study was to determine the effect of word processing on students' composition when used as a tool in the revision/editing stages of the writing process. Procedure: Two experimental groups were established; Group A Computer, Group B No Computer. For each group, the generic method of teaching writing remained the same. Group A, however, was able to use the microcomputer in editing their work; Group B was not. Final essays were scored by independent raters and the data were analyzed by the use of the independent 1-test. A Pearson product -moment correlation coefficient was computed to assess interrater reliability. Conclusion: This study suggests there is a significant positive difference in student writings when the microcomputer is used as a word processor in the revision/editing stages of writing.

"'What about structural linguistics?' many teachers of English are asking today. 'Can it help my students in their quest for acceptable writing habits any more than the tried and tested traditional grammar I've been teaching for years? If so, how?' Let us look at some of the findings of the structural linguists. Maybe we can learn of some new approaches for helping our students become better writers. First of all, let us consider how 'structural signals' play a part in determining the meaning of a sentence. According to Fries, the meaning of an utterance (sentence) is signalled by the way it contrasts with other utterances in word order, by the use of inflections (or form-class words), by the use of 'function words,' and by intonation (pitch and pause patterns in speaking)"--Introduction. / Typescript. / "May, 1958." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: K. W. Hunt, Professor Directing Study. / Includes bibliographical references.

The purpose of this study was to develop a theoretically-based writing curriculum for fifth-grade students that incorporated research related to writing instruction. Cognitive developmental and psycholinguistic theories were used as the theoretical foundation for the curriculum. The study utilized a unique curriculum development format which included the presentation of the theories and research; the derivation of learning and instructional principles, and the development of an instructional model. The curriculum was then developed using the instructional model, and finally, the curriculum was analyzed according to the theoretical foundation. Six learning principles were derived from the theoretical review. These principles addressed how children learn and how children learn language. Seven instructional principles were derived from the writing instruction research. The instructional principle and the learning principles were used to formulate an instructional model for the curriculum. The rationale for the model, the rationale for the content of the curriculum, the procedures for selecting materials, and, the procedures for developing an evaluation component for the curriculum were also explained. The fifth-grade curriculum included the following five units: (1) Plot; (2) Setting; (3) Point of View; (4) Character; and (5) Style. Each of the units contained an overview, objectives, the instructional model, evaluation suggestions, and a list of materials. The curriculum was designed to be complete and ready for classroom use. The curriculum was analyzed to see if it reflected the theoretical base. The learning principles, the instructional principles, and the composing process were reviewed and analysis criteria established. The units of the curriculum were analyzed according to this criteria. And the results of the analysis indicated that the curriculum did reflect the theoretical foundation. Conclusions and curriculum development and research possibilities were discussed. The need to field test the curriculum, to use a review panel in the analysis, to develop writing curricula for other grades and areas, and to compare this curriculum to other approaches to writing were identified. / Ed. D.

No description available.

The purpose of this study was to review and present the traditional versus the progressive practices in the teaching of composition as presented in the articles written on the teaching of composition in The Elementary English Review, volumes VIII - XVIII, years, 1931-1941, inclusive.

The aim of this study was to examine the approaches to the teaching of English composition writing in Botswana junior secondary classrooms and to produce models that might enhance the effective teaching of composition writing at the junior secondary school level. The aims of the study triggered the objectives of identifying the challenges posed by the use of such approaches to teachers; determining if the approaches used by teachers inhibit students' performance in composition writing; and proposing possible solutions or models to the challenges in the teaching and learning of English composition writing in the classroom context. Relevant theoretical and practical literature germane to the study was reviewed and descriptions of the conceptual framework/ the research design, and methodology provided. The study utilized the qualitative technique through interviews, observations, reviews, examination of documents and students' artifacts. Based on the aforementioned methodologies, the major findings were that: * Teachers utilized mainly the product oriented approach to the teaching of English composition writing. * Teachers were confronted with challenges emanating from the use of the product oriented approach to writing such as surface level errors, wrong grammar/tense, lack of vocabulary and organization skills, and inability of students to compose and communicate effectively in writing. * The teachers' use of the product oriented approach is believed to have among other things, contributed greatly to the students' poor development of writing skills such as wrong spelling and punctuation, lack of organization, lack of ideas and vocabulary, and inability to compose and communicate effectively in writing. * A model to improve the teaching of English composition writing was developed based on the major findings above. Finally, on the basis of the findings and the conclusions made, pertinent recommendations were made to enhance the effective teaching of English composition writing at the junior secondary schools in Botswana. / Educational Studies / D.Ed. (Didactics)