{"title":"Some Results of Using Culture-referenced Prompts for Pre and Post-test Writing Examinations at an HBCU","authors":"N. Norment","doi":"10.1353/caj.2021.0018","DOIUrl":null,"url":null,"abstract":"Abstract:Over the past decades, much of the research in composition has focused on students’ writing proficiency and writing performance. Yet considerably few studies have examined the effects of essay prompts or topics on students’ writing performance. This study analyzes the effects of culture-referenced essay prompts on the writing quality of four hundred and eleven African American male students enrolled at Morehouse College. The population of subjects for this study includes students required to register for freshman English composition 101, freshman English composition 102, or freshman English composition 103. The pre-tests and post-test results reported a decrease in the number of students writing at the Novice level and an increase in the number of students’ essays at the Intermediate, Advanced, and Proficient levels. Writings samples of each proficiency level of Novice, Intermediate, Proficient, and Advanced are included.","PeriodicalId":41663,"journal":{"name":"CLA JOURNAL-COLLEGE LANGUAGE ASSOCIATION","volume":"64 1","pages":"197 - 245"},"PeriodicalIF":0.3000,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"CLA JOURNAL-COLLEGE LANGUAGE ASSOCIATION","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1353/caj.2021.0018","RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LITERATURE","Score":null,"Total":0}
引用次数: 0
Abstract
Abstract:Over the past decades, much of the research in composition has focused on students’ writing proficiency and writing performance. Yet considerably few studies have examined the effects of essay prompts or topics on students’ writing performance. This study analyzes the effects of culture-referenced essay prompts on the writing quality of four hundred and eleven African American male students enrolled at Morehouse College. The population of subjects for this study includes students required to register for freshman English composition 101, freshman English composition 102, or freshman English composition 103. The pre-tests and post-test results reported a decrease in the number of students writing at the Novice level and an increase in the number of students’ essays at the Intermediate, Advanced, and Proficient levels. Writings samples of each proficiency level of Novice, Intermediate, Proficient, and Advanced are included.
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