This investigation sought to determine the effects of composition instruction on student performance. Informants consisted of students and teachers. Students completed two surveys and participated in interviews. Teachers completed one survey. The findings suggest that student performance are influenced by confidence in writing ability and previous writing instruction. Further, teachers either teach composition actively or inactively, and these teacher stances influence both student confidence and ability to compose. Implications from these findings can be extended to teacher training, student instruction, and further research.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc501265 |
| Date | 05 1900 |
| Creators | Vrba, Susanne G. |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | 1 score (iii, 24 leaves) : ill., Text |
| Rights | Public, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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