Teaching Stylistic Simplicity with a Computerized Readability Formula [electronic resource] / Helen J. Schwartz.
A study was conducted to test whether quantitative feedback would help students write with the stylistic simplicity appropriate to their audience and purpose without sacrificing other elements of good writing. Two business and technical writing classes received identical reading assignments, classro...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1980.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED196014 | ||
| 099 | |f ERIC DOC # |a ED196014 | ||
| 100 | 1 | |a Schwartz, Helen J. | |
| 245 | 1 | 0 | |a Teaching Stylistic Simplicity with a Computerized Readability Formula |h [electronic resource] / |c Helen J. Schwartz. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1980. | ||
| 300 | |a 14 p. | ||
| 500 | |a ERIC Document Number: ED196014. | ||
| 500 | |a Sponsoring Agency: Oakland Univ., Rochester, MI. |5 ericd. | ||
| 500 | |a ERIC Note: Paper presented at the International Meeting of the American Business Communication Association (Washington, DC, December 1980). |5 ericd. | ||
| 500 | |a Educational level discussed: Higher Education. | ||
| 520 | |a A study was conducted to test whether quantitative feedback would help students write with the stylistic simplicity appropriate to their audience and purpose without sacrificing other elements of good writing. Two business and technical writing classes received identical reading assignments, classroom activities, and writing assignments; but one class got feedback on their writing from a computerized readability formula, the Simplified Test Approach for Readability (STAR), which was based on the Flesch readability formula. Five assignments were tested in all, and a nine-point scale was used to assess appropriateness of stylistic simplicity. The results were suggestive but not conclusive. The overall achievement of students in the STAR group correlated more positively with scores on the stylistic simplicity scale than did the achievement of students in the control group. However, the control group scores on the stylistic simplicity scale were not highly predictive of overall achievement. That is, the control group students may have mastered stylistic simplicity, but their learning did not consistently correlate with overall achievement. Further analysis suggested that feedback to students about grade level equivalents in readability may have accounted for the relation of overall achievement to stylistic simplicity. (RL) | ||
| 650 | 0 | 7 | |a Computer Assisted Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Educational Research. |2 ericd. |
| 650 | 1 | 7 | |a Feedback. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Literary Styles. |2 ericd. |
| 650 | 1 | 7 | |a Readability. |2 ericd. |
| 650 | 0 | 7 | |a Readability Formulas. |2 ericd. |
| 650 | 1 | 7 | |a Technical Writing. |2 ericd. |
| 650 | 1 | 7 | |a Writing Instruction. |2 ericd. |
| 650 | 1 | 7 | |a Writing Research. |2 ericd. |
| 650 | 0 | 7 | |a Writing Skills. |2 ericd. |
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