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| 說明 | 1 online resource (240 p.) |
| 附註 | Source: Dissertation Abstracts International, Volume: 47-03, Section: A, page: 7770 |
| Thesis (Educat.D.)--Louisiana State University and Agricultural & Mechanical College, 1985 |
| Includes bibliographical references |
| This investigation attempted to profile the audience awareness of gifted and non-gifted fifth graders. At three writing sessions, students wrote to a friend, a teacher, and an editor, persuading each to go to the park. Compositions were examined for syntactic complexity, according to t-units, and for the kinds and numbers of persuasive appeals used |
| A repeated measures design with a 2 x 3 factorial arrangement of between subject treatments (group and sex) and a single repeated factor (audience at three levels) was used. The dependent variables were examined using ANOVA. Results were tested for significance at the .05 level |
| The significant findings were: (1) Students established context for writing and used environmental appeals most when writing to an editor and least when writing to a friend. (2) Boys established context for writing more than girls when writing to a friend and to a teacher. Girls, however, established context for writing more than boys when writing to an editor. (3) Gifted students established context for writing more than girls when writing to a friend and to a teacher. However, non-gifted students established context for writing more frequently than gifted students when writing to an editor. (4) Students used interpersonal appeals most when writing to a friend and least when writing to a teacher. (5) Girls used interpersonal appeals more than boys. (6) Students used simple requests, reservations, and societal appeals most when writing to a friend and least when writing to an editor. (7) Students used imperatives and intensifiers most when writing to an editor and least when writing to a teacher. (8) Boys used a wider range of appeal types than girls when writing to a friend and a teacher. Girls, however, used a wider range of appeal types than boys when writing to an editor. (9) Gifted students used more target oriented appeals and a wider range of appeal types than non-gifted students |
| Results showed strong evidence of fifth graders' awareness of audience. Students' compositions also suggest the importance of the assignment topic and the influence of students' previous experiences |
| Electronic reproduction. Ann Arbor, Mich. : ProQuest, 2017 |
| Mode of access: World Wide Web |
| 主題 | English language -- Composition and exercises |
| Gifted children -- Education |
| School children |
| Electronic books. |
| 0727 |
