Year: 1970
Type: dissertation
Abstract: This study was planned to investigate the effects of written comments on the expository compositions of eleventh-grade students using a cross section of ability groups. Data for combined groups and data for high-, middle-, and low-ability groups were used to determine whether one type of comment was more effective than another in improving the quantity and quality of student compositions and in improving student attitudes toward composition. Teachers may use the findings as a guide to what kinds of comments are most effective in reinforcing good writing skills and attitudes.
Author: Thomas C. Gee
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W354188935