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Description

This study set out to determine how students perceive writing quality in the presence of specific errors. Error pattern was a within-subjects variable with four levels: no errors, superficial (mechanical)

This study set out to determine how students perceive writing quality in the presence of specific errors. Error pattern was a within-subjects variable with four levels: no errors, superficial (mechanical) errors, substantive (conceptual) errors, and both types of errors. All participants assessed a randomized selection of four essays containing each of the four error patterns. Overall ratings of writing quality decreased with the presence of errors; superficial errors had a significantly larger impact than substantive errors.

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Date Created
  • 2016-05
Resource Type
  • Text
  • Machine-readable links