tailieunhanh - RESEARCH IN WRITTEN COMPOSITION

Error analysis was first introduced by Fries (1945) and Lado (1957) who have calimed that foreign or second language learners’ errors could be predicted on the basis of the differences between the learners native and second languages. They have also suggested that where the aspects of the target language are similar to those of the learners’ native language, learning will be easy; otherwise, it will be difficult and second language learners are expected to make errors. Since then linguists compared and contrasted languages in an attempt to figure out the differences or similarities that might exist between them and. | RESEARCH IN WRITTEN COMPOSITION By RICHARD BRADDOCK RICHARD LLOYD-JONES and LOWELL SCHOER all of the UNIVERSITY OF IOWA Under the supervision and with the assistance of the NCTE COMMITTEE ON THE STATE OF KNOWLEDGE ABOUT COMPOSITION Alvina Treut Burrows New York University Richard Corbin Hunter College High School Mary Elizabeth Fowler Central Connecticut State College Dora V. Smith University of Minnesota Erwin R. Steinberg Carnegie Institute of Technology Priscilla Tyler University of Illinois Harold B. Allen University of Minnesota ex officio James R. Squire NCTE ex officio Chairman Richard Braddock University of Iowa Associate Chairman Joseph W. Miller Moorhead State College Supported through the Cooperative Research Program of the Office of Education U. S. Department of Health Education and Welfare NATIONAL COUNCIL OF TEACHERS OF ENGLISH 508 South Sixth Street Champaign Illinois 1963 COMMITTEE ON PUBLICATIONS of the NATIONAL COUNCIL OF TEACHERS OF ENGLISH JAMES R. SQUIRE NCTE Executive Secretary Chairman JARws E. BUSH Wisconsin State College Oshkosh AUTREY NELL WILEY Texas Woman s University MiRiAm E. WILT Temple University ENID M. OLSON NCTEDirector of Publications Copyright 1963 National Council of Teachers of English TABLE OF CONTENTS I. The Preparation of This Report . II. Suggested Methods of Research . Rating Compositions. The writer variable. The assignment variable the topic-tbe mode of discourse -the time afforded for writing-the examination situation The rater variable personal feelings-rater fatigue The colleague variable a common set of criteriapractice rating. Frequency Counts . . . Clarifying examples for each type of item Standard classification of types of items. Control or sampling of compositions according to topic mode of discourse and writer characteristics . Need for analyses of rhetorical constructions. Need for imaginative approaches to frequency counts . Counting types of responses by various kinds of writers to various types of .