The study investigated media effect of text, teacher-as-reader, and television on the quality of students' writing, when stimulus stories were presented prior to writing episodes. Media effect was measured within subject sample and within levels of student writing ability. Secondary questions were related to difference by medium in (1) carry-over to student writing of stimulus story vocabulary and textual or narrative content, (2) incidence of statements containing overt action, and (3) length of compositions. Once weekly for three weeks, three comparable groups of 30 randomly selected fifth-graders from a Southwest Georgia school system received the same three stimulus stories, but via different media and in different order. Following each stimulus, subjects wrote from assignments designed to elicit expressive writing patterned after the stimulus story. Interviews about writing processes were conducted with 26 randomly selected subjects from subgroups by race, sex, and predicted writing ability. Correlated t-tests revealed no significant differences in quality of writing or in composition length, as a result of different media. Significantly more statements based on textual or narrative content of stimulus stories appeared, however, after televised stimuli. Descriptive data revealed some strong patterns of writing behavior which corroborated findings of previous studies. These included: (1) planning briefly before writing; (2) composing stories while writing; (3) encountering few problems with writing; (4) making few changes; (5) reading over stories not at all or to check for mechanics; (6) finding difficulty beginning stories; (7) verbalizing about writing processes in generalizations. An unusual finding was that students enjoyed writing these stories. Implications are: (1) literary models, regardless of the medium of presentation, help fifth-grade / students to write; (2) literature can have a positive effect on students' attitudes toward writing; (3) television can be an effective medium for presenting literary works as writing stimuli; (4) television may be more effective than independent reading or listening in impressing stimulus story textual or narrative content on students for later use in composing their own stories. / Source: Dissertation Abstracts International, Volume: 43-12, Section: A, page: 3832. / Thesis (Ph.D.)--The Florida State University, 1982.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74992 |
| Contributors | TOMLINSON, CARL MARTIN., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 113 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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