Sentence Combining: A Sequence for Instruction

Lawlor, Joseph

doi:10.1086/461342

Cited by 5 publications

(4 citation statements)

References 11 publications

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“…Two types of training for increasing T-unit length were popular from the late 1960s to early 1980s. One of the two methods was sentence-combining instruction, in which students were required to combine kernel sentences or shorter sentences into longer sentences (Lawlor, 1983; Witte & Davis, 1980). Training of sentence-combining was developed to extend T-unit length in students’ writings in both K-12 education and in higher education, and was demonstrated to be effective in helping students at different grades to increase T-unit length and improve writing quality.…”

Section: Discussionmentioning

confidence: 99%

Comparing Syntactic Complexity: Research Papers Written by Undergraduate Researchers and Published Research Papers

Zeng

2021

Journal of Education

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This study compared syntactic complexity between undergraduate students’ research papers and published research papers. A 2 (Groups: experts, students) × 4 (Sections: introduction, methods, results, discussions) mixed factorial analysis of variance (ANOVA) was conducted on each of the following variables: T-unit length, clause density, the frequencies of adverbial clauses, relative clauses, and nominal clauses. The analyses showed there were longer T-units and fewer adverbial clauses in the published papers than in the student papers. Section effects were robust. Qualitative analyses were further conducted to reveal how the student research paper is different from the published papers syntactically. Implications for education were discussed.

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Section: Discussionmentioning

confidence: 99%

Comparing Syntactic Complexity: Research Papers Written by Undergraduate Researchers and Published Research Papers

Zeng

2021

Journal of Education

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“…The sentencecombining and translation groups received worksheets at the start of each class with the same target structure and the same target model answers. The worksheets were all developed by the first author following a sequence of target structures recommended by Cooper (1973) and Lawlor (1983) that included coordinates, adverbials, and noun modifiers. One target structure was presented each week with the first class focused on sentence level exercises and the second class on paragraphs.…”

Section: Methodsmentioning

confidence: 99%

A CAF Perspective on L2 Development Through Writing Practice: An Exploratory Study

Marlowe

2022

PCP

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Although complexity, accuracy, and fluency (CAF) are considered important aspects of language proficiency, little is known about the role of different writing activities in developing components of L2 writing proficiency. Therefore, three groups who received regular targeted writing practice in either sentence-combining, translation, or timed-writing were compared over the course of one academic semester on measures of CAF. Three writing samples from each group were collected and statistically analyzed for quantitative measures of CAF. Furthermore, interviews were conducted with participants from each group to explore their perceptions of the tasks and the effect that tasks have on participants’ L2 writing effect on their L2 writing. The results of this exploratory study indicate that sentence-combining aids growth in complexity and that the timed-writing group significantly outperformed other groups in fluency, while growth in these areas seemed to diminish accuracy for all groups. These findings were confirmed by the qualitative data with implications for the use of these tasks for developing writing proficiency. 複雑さ、正確さ、流暢さ（CAF）は言語能力を構成する重要な要素である。しかし、この3要素を習得させるライティングの練習方法についてはほとんど知られていない。本研究では、１学期間に渡り３種類の練習（センテンス・コンバイニング、翻訳、時間制限を設けたライティング）を行ったグループのライティングサンプルを、CAFを使って統計学的に分析・比較した。さらに、インタビューを通じて、練習に関する学生の意見と、練習がどのような影響をライティングに与えると学生自身が認識しているのか、という２点について調査した。結果として、全てのグループにおいて正確さは減少し、センテンス・コンバイニング練習は複雑さを、そして時間制限を設けたライティング練習は流暢さを改善することが判明した。インタビュー・データの結果は統計分析結果を裏付け、さらに３種類の練習方法をどのように使用すべきかという点も示唆した。

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“…Cooper (1973) and Lawlor (1983) outlined sequences for sentence combining according to the difficulty of the required transformation. Nutter and Safran (1984) have described ways in which sentence combining can be introduced to LD students using the students' own reading and spelling vocabulary.…”

Section: Syntaxmentioning

confidence: 99%

Effective Instruction in Written Language

Isaacson¹

1987

Exceptional

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Sentence Combining: A Sequence for Instruction

Cited by 5 publications

References 11 publications

Comparing Syntactic Complexity: Research Papers Written by Undergraduate Researchers and Published Research Papers

Comparing Syntactic Complexity: Research Papers Written by Undergraduate Researchers and Published Research Papers

A CAF Perspective on L2 Development Through Writing Practice: An Exploratory Study

Effective Instruction in Written Language

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