This study developed and validated an optimum writing competencies list that paralleled the Florida Minimum Skills list but specified the skills needed by secondary students to perform academic writing assignments required in science and social studies classes. The study was accomplished in three phases. The first phase consisted of identifying the writing tasks most often demanded of secondary students by their science and social studies teachers. In the second phase of the study, the writing assignments identified in the first phase were analyzed and translated into optimum writing competencies required to complete the assignments, and a comprehensive list of optimum writing competencies was constructed. In the third phase a panel of writing experts validated the optimum writing competencies list by identifying the competencies most needed by students. / In the first phase, the Panhandle Area Educational Cooperative, an agency which coordinates the combined educational efforts of nine Northwest Florida county school systems, agreed to serve as a liaison between the investigator and the county school superintendents. This agency sanctioned the study and encouraged the school superintendents to grant permission for their schools to participate in the study. After permission was granted, the principals of high schools in these counties were requested to supply the names of their secondary science and social studies faculty members. When these names were submitted, these teachers were requested to send samples of writing tasks commonly required in their classes. Of the 133 teachers contacted, 75 teachers responded, and 257 writing assignments were collected. / In the second phase of the study, the writing assignments collected in the first phase were analyzed and translated into writing competencies needed to perform the tasks. The analysis of the assignments indicated that science and social studies teachers expected students to be able to perform a variety of types of writing tasks, with test taking, answering study questions, and essay writing as the most often assigned tasks. The teachers frequently assigned writing as a part of the instructional methodology, including evaluative writing, daily in-class writing and extended out-of-class writing. However, many of the writing assignments did not include specific or complete directions. Writing assignments of various degrees of complexity were made, but most required optimum writing skills. In addition, the assignments required mastery of some skills in all composing and editing competency areas. The assignments were translated into a total of 73 writing competencies, and a composite list was constructed. / In the third phase a survey questionnaire containing the skills list was mailed to ten educators responsible for secondary and adult writing instruction at various high schools, community colleges, and universities in Florida. These writing experts were members of a panel asked to judge the degree of importance of each of the optimum writing competencies identified in phase II. The analysis of their ratings revealed 65 of the 73 competencies were considered important for completing science and social studies writing assignments. / This list could be of potential use to English, science, and social studies teachers who expect to assist students in developing optimum writing skills needed for completing academic writing tasks. / Source: Dissertation Abstracts International, Volume: 41-07, Section: A, page: 3037. / Thesis (Ph.D.)--The Florida State University, 1980.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74220 |
| Contributors | CLEMMONS, SARAH MARTIN., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 194 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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