An Aid to the Teaching of Punctuation

Coffin, Tristram P.

doi:10.2307/372628

Cited by 2 publications

(3 citation statements)

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“…Coffin (1951) found that graders are sensitive in some degree to mechanical errors and that the number of mechanical errors correlated with ideas, form and wording. More importantly, he noted that any reliance upon grades in writing ability without computing reader reliability is unwarranted.…”

Section: Reader Agreement and Biasmentioning

confidence: 97%

A Comparison of the Effects of Various Learning Procedures Upon Punctuation and Content in a Free Writing Situation

Burnkrant¹,

Lambert²

1965

Programmed Learning

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Section: Reader Agreement and Biasmentioning

confidence: 97%

A Comparison of the Effects of Various Learning Procedures Upon Punctuation and Content in a Free Writing Situation

Burnkrant¹,

Lambert²

1965

Programmed Learning

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“…In fact, it is rather difficult to learn, particularly in L2 instruction (Alamin & Ahmed, 2012). As early as the 1950s, Coffin (1951) claimed that most college students had never learnt punctuation fully. Similarly, Backscheider (1972: 874) observed that it had been a “victim, scapegoat, and bogeyman for too many generations.” Hence, in contrast with other exciting issues in language teaching, punctuation seems rather humdrum (Gauthier, 1993).…”

Section: Introductionmentioning

confidence: 99%

“…Researchers suggested the use of various methods to help learners accomplish this challenging task. For example, Coffin (1951) recommended the use of charts presenting a visual summary of punctuation rules. Another suggested method involved punctuating a text with no punctuation by listening to it and discussing deviances from the original text to raise students’ awareness of punctuation (Gauthier, 1993).…”

Section: Introductionmentioning

confidence: 99%

A mixed-methods study of tailor-made animated cartoons in teaching punctuation in EFL writing

Bakla

2018

ReCALL

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Despite their potential benefits, teacher-created animated cartoons have not found much room in second-language (L2) research, probably due to some technical challenges involved in creating them. This paper reports the findings of a mixed-methods embedded experimental study, designed to test the impact of tailor-made animated cartoons on the correct use of common punctuation rules in English. The participants were 112 Turkish-first language (L1) learners of English, assigned to either the treatment or control group through random cluster sampling. The instructional materials in the treatment group included teacher-created animated cartoons, exercises designed using SCORM-compliant software, and a forum for discussions in Moodle. The participants in the control group, on the other hand, used PowerPoint presentations (PPTs) instead of animated cartoons and completed the same follow-up activities. Quantitative results suggested that the treatment and control groups’ post-test and late post-test scores significantly differed in favour of the former. Moreover, qualitative data from semi-structured interviews and document analysis revealed that the participants, especially those in the treatment group, viewed this learning experience highly positively. The findings globally imply that tailor-made animated cartoons might facilitate the learning of punctuation and help raise students’ awareness of it.

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An Aid to the Teaching of Punctuation

Cited by 2 publications

References 0 publications

A Comparison of the Effects of Various Learning Procedures Upon Punctuation and Content in a Free Writing Situation

A Comparison of the Effects of Various Learning Procedures Upon Punctuation and Content in a Free Writing Situation

A mixed-methods study of tailor-made animated cartoons in teaching punctuation in EFL writing

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