Year of Publication

1984

Paper Type

Master's Thesis

College

College of Education and Human Services

Degree Name

Master of Education (MEd)

Department

Education

First Advisor

Dr. Mary Grimes

Second Advisor

Dr. Ann H. Stoddard

Third Advisor

Dr. Jim Mittelstadt

Abstract

The relationship between peer-editing and composition quality was investigated. The thirty subjects involved were 11th-grade English students randomly assigned to control and experimental groups. During a nine week period, both groups received the same assignments and teacher evaluation. The control group, which did not revise unless upon individual initiative, participated in a dramatics workshop while the experimental group used a worksheet developed by Leila Christenbury (1982) to edit and proofread each other's writing before evaluation by the teacher. Pre and post writing assignments were blind rated at the end of the experiment using the Diederich Rating Scale. Individual item scores and total scores were compared. The t-ratios proved insignificant at the .05 level. Positive student feedback, however, indicated that the procedure deserves further investigation.

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