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- W345975071 abstract "A COLLEAGUE RECENTLY SAID TO ME, You know, I allow my students unlimited rewrites. She implied that as a result of being allowed these unlimited opportunities to improve their essays, her students were becoming better writers. Alas, she is living in a fantasy world. The act of revising and rewriting does not in itself result in improved composition skills, and I have research to prove that it doesn't. This research project was conducted to test the value of having a freshman university student do teacher-guided revision and rewriting of essays in a composition class.1' I wanted to determine whether the student in an experimental group which did revision and rewriting achieved greater skill in later composition performance than the student in a control group which only corrected an essay's mechanical and grammatical errors. Before I began the research, I questioned the forty-nine subjects of the experiment about their educational background, age, race, sex, class standing, and future occupational goals so comparisons of the control and experimental groups could be made. This tabulated information showed the groups to be closely alike in each of these six areas. Information in a seventh area, English ability, came from two test scores: the verbal section of the Scholastic Aptitude Test and the composition section of the College Board Achievement Test. I compared the difference between the means of these scores by applying the t-test to each. The t-value at the .05 level of probability was 2.01 for this data, and the t-values were only 1.5007 for the SAT scores and .1858 for the CBAT. Since there was no significant difference between the means, it seemed that the groups' ability and achievement in English, as well as educational background, age, race, sex, class standing, and occupational goals were comparable and, therefore, these students could be used as subjects of a research study. In thirty-four of the forty class sessions, both the experimental and control groups used the same material and methods; hence, the groups were taught alike with the exception of eight class days on which the study was based. The experimental group had eight writing assignments, but four of these were revised and rewritten essays. In this group two class periods were spent every" @default.
- W345975071 created "2016-06-24" @default.
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- W345975071 date "1978-04-01" @default.
- W345975071 modified "2023-09-26" @default.
- W345975071 title "Rewriting Is a Waste of Time" @default.
- W345975071 doi "https://doi.org/10.2307/376207" @default.
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