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Mathison, Maureen A. – Written Communication, 1996
Investigates how students in an upper-level sociology course wrote critiques and how their texts were evaluated by four professors in the discipline. Finds that students received higher scores if they found weaknesses in the source article, basing their judgments on disciplinary knowledge; and neither major nor educational level was a strong…
Descriptors: Critical Thinking, Reader Response, Reading Processes, Writing Evaluation
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Brown, James Dean; And Others – Written Communication, 1991
Investigates whether prompts and topic types affect writing performance of college freshmen taking the Manoa Writing Placement Examination (MWPE). Finds that the MWPE is reliable but that responses to prompts and prompt sets differ. Shows that differences arising in performance on prompts or topics can be minimized by examining mean scores and…
Descriptors: Freshman Composition, Higher Education, Test Format, Test Reliability
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Sperling, Melanie; Freedman, Sarah Warshauer – Written Communication, 1987
Discusses one student's persistence in misunderstanding her teacher's written comments on her papers. Notes that student and teacher bring different sets of information, skills, and values to each written response episode, and that mismatched expectations can occur even with high-achieving students. (SKC)
Descriptors: Classroom Communication, Communication Problems, Communication Research, Grade 9
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Piche, Gene L.; Roen, Duane – Written Communication, 1987
Examines the relationship between two measures of individual differences in social cognition and the quality of eleventh grade students' persuasive writing. Indicates a significant relationship between interpersonal cognitive complexity, abstractness, and quality of writing, persuasiveness, appropriateness of tone, and level of persuasive strategy…
Descriptors: Cognitive Structures, Interpersonal Relationship, Persuasive Discourse, Rhetorical Invention
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Pollard-Gott, Lucy; Frase, Lawrence T. – Written Communication, 1985
Describes a cloze test designed to measure writing flexibility, then examines its effectiveness in distinguishing experienced college-level writers from the inexperienced ones. Concludes that the measure is effective and that responsiveness to style features is a significant component of experienced writing. (FL)
Descriptors: Cloze Procedure, Comparative Analysis, Higher Education, Language Usage
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Smith, William L.; And Others – Written Communication, 1985
Concludes that structure of topic makes a difference in writing quality, fluency, and total error but not in any error ratio. Suggests that, for placement testing, educators should first decide which types of students they wish to identify, because each topic structure distinguishes low, average, and high ability students differently. Topic…
Descriptors: Academic Aptitude, College Freshmen, Higher Education, Reader Response
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Wolf, Shelby A.; Davinroy, Kathryn A. H. – Written Communication, 1998
Examines current reforms in writing assessment, including the California Learning Assessment System writing portfolio. Compares language writing to "the clay that makes the pot." Concludes that writing revolves around criticism, but if assessment stays on the surface, then criticism may not be helpful in pushing the generative aspect of…
Descriptors: Case Studies, Childrens Writing, Elementary Education, Language Role
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Mabrito, Mark – Written Communication, 1991
Investigates whether high- and low-apprehensive freshman composition students respond differently as peer evaluators in a face-to-face group versus a group using electronic mail. Finds that high apprehensives exhibit different strategies than low apprehensives for peer evaluation, and that high apprehensives participate more and rely more on the…
Descriptors: Electronic Mail, Freshman Composition, Higher Education, Peer Evaluation
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Finn, Seth – Written Communication, 1995
Submits expert use of anaphoric "this" to a cloze procedure for comprehensive analysis. Finds that current stylistic guidelines proscribing unattended "this" are overstated; and "attended this" (a demonstrative adjective introducing a noun phrase) is best employed when synonyms for the antecedent and descriptive…
Descriptors: Cloze Procedure, Higher Education, Language Usage, Readability
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Johns, Ann M. – Written Communication, 1991
Analyzes the case of a Vietnamese-speaking science student who has repeatedly failed an English competency examination that analyzes essay content, rhetorical organization, and preparation for writing. Raises questions regarding the purposes, development, and evaluation of writing competency tests. (RDS)
Descriptors: Case Studies, English (Second Language), English Instruction, Error Analysis (Language)
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Newell, George E. – Written Communication, 1994
Explores how ninth- and eleventh-grade students reformulated their initial written analyses of two short stories through revisions fostered by between-draft written comments. Indicates significant effects for response condition and grade level. Analyzes data collected in two response modes: directive and dialogue. (HB)
Descriptors: English Instruction, Literary Criticism, Literature Appreciation, Revision (Written Composition)
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Durst, Russel; And Others – Written Communication, 1990
Analyzes the persuasive essays of high school juniors and seniors to determine the specific rhetorical and linguistic features that contributed to raters' holistic judgments about the overall quality of the essays. Reports that use of logical appeals, five-paragraph structure, coherence, and number of words were strongly correlated with overall…
Descriptors: Essays, High School Students, Holistic Evaluation, Persuasive Discourse
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Janopoulos, Michael – Written Communication, 1989
Investigates experienced university English-as-a-Second-Language (ESL) composition instructors' text comprehension when engaged in holistic evaluation of non-native-speakers' (NNS) texts. Concludes that time constraints or use of preestablished rating parameters, do not affect comprehension, and that holistic raters attend to meaning when…
Descriptors: English (Second Language), Evaluation Research, Higher Education, Holistic Evaluation
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Harris, Muriel; Wachs, Mary – Written Communication, 1986
Investigated relationships between individual differences in (1) levels of writing skills and (2) proficiencies at simultaneous and successive cognitive processing. Correlated students' writings with the following word and sentence level problems: spelling errors, missing or inappropriate punctuation of sentence parts, missing noun and verb…
Descriptors: Cognitive Processes, Comparative Analysis, Higher Education, Skill Analysis
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Newell, George E.; MacAdam, Phyllis – Written Communication, 1987
Presents a systematic strategy for examining topic-related knowledge prior to writing. Discusses a theory-based rationale for the measure, a formalized method for analyzing topic knowledge, and a guide for using the instrument. (JD)
Descriptors: Evaluation Methods, Higher Education, Measurement Techniques, Writing Difficulties
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