Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.660580
Title: The development of writing competence in Grade Nine Papua New Guinea high school students : an investigation of the relationship between personal history narrative, imagined story narrative and persuasive writing
Author: Phillip, Angie
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 1998
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Abstract:
The development of writing competence in Papua New Guinea Grade Nine high school students was described in order to investigate the transition from narrative to argumentative or persuasive writing. The study used a pretest/posttest method and scripts were scored holistically and described according to objective measures (t-unit measures, fluency scored by number of words per timed essay, and accuracy described by measures of error per 100 words). Narrative writing was hypothesised to fall into three categories since it seemed that different cognitive processes were required for their production, and practice in two of these formed the treatment. A control group was given practice in personal history narrative, while an experimental group was given practice in imagined story narrative. The first objective was to investigate the relationship between the three types of writing, and the hypothesised hierarchy of difficulty, where persuasive writing was more difficult than imagined story narrative, which was, in turn, more difficult than personal history narrative, was confirmed. The second objectives was to chart the development of writing competence over three quarters of an academic year. The writing of almost all the students improved to some extent and the improvemerit was marked by a large increase in fluency in all three writing types. Patterns of error, however, varied between the types of writing. As competence increased in both types of narrative writing, overall error decreased, while improvement in persuasive writing appeared to be associated with a slight increase in error. In all three types of writing the proportion of spelling errors increased as competence developed, while the proportion of errors to do with coherence and cohesion fell. The third objective was to investigate the effect on the development of writing competence of practice in imagined story narrative, as opposed to the effect of practice in personal history narrative. Writing types had been mixed to some extent, both during the treatment and during the tests, so the experiment actually compared practice in more of a particular kind of narrative than exclusive practice in that type.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.660580  DOI: Not available
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