A Comparison of Fragmented and Holistic Modes of Instruction in Remedial Writing Courses at Sacramento City College.

Autor/in	Gordon, Helen H.
Titel	A Comparison of Fragmented and Holistic Modes of Instruction in Remedial Writing Courses at Sacramento City College.
Quelle	(1979), (97 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Academic Achievement; Community Colleges; Doctoral Dissertations; English; Error Analysis (Language); Grammar; Learning Theories; Matched Groups; Nontraditional Education; Remedial Instruction; Teaching Methods; Teaching Models; Two Year Colleges; Writing (Composition); Writing Instruction; Writing Skills + Suchen Sie Ihr Suchwort? Schulleistung; Community college; Community College; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; English language; Englisch; Error analysis; Language; Fehleranalyse; Grammatik; Learning theory; Lerntheorie; Non-traditional education; Alternative Erziehung; Förderkurs; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Schreibübung; Schreibunterricht; Writing skill; Schreibfertigkeit
Abstract	A study of two groups of students at Sacramento City College (California) was undertaken in Fall, 1978, to determine whether the holistic approach to the teaching of basic writing (involving the techniques of free writing, writing from stimulus words, and controlled composition) could result in more significant gains in fluency and reduction of mechanical errors in students' writing than could the traditional, fragmented approach. Both groups, matched on the basis of the Task II placement test, high school English grades, high school grade point averages, age, and sex, were administered uniform writing tests before and after the semester. A single evaluator counted the words in each paper as a rough measure of fluency and tabulated errors according to 18 error categories. The significance of gain registered in a comparison of the two tests was determined by a jury of six English teachers. Among other findings, the study showed that the group taught with fragmental instruction experienced a 9.9% decrease in fluency and a 15.2% decrease in errors, while the group taught with holistic methods increased fluency by 17.5% and decreased errors by 42.9%. Data tables and a survey of relevant literature are included. (Author/JP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC