This study attempted to discover 1f there were any structural or syntactical differences between a revised, process writing composition and an impromptu composition from the same good writer. Eleven eighth grade students from schools across Georgia submitted both types of writing in the Promising Young Writers Program of 1988. For this study, the compositions were analyzed by computer over a list of criteria including readability level, number of words, sentences, and paragraphs, spelling, punctuation, capitalization, usage, sentence length and variety, and verb choice. Although data revealed significant differences between the two sets of writings (primarily counts of length), the two sets of compositions were very similar in most features studied. This would seem to indicate that different methods of acquiring writing from students does not necessarily affect the overall structure of their writing.
","abstract_html":"<p>This study attempted to discover 1f there were any structural or syntactical differences between a revised, process writing composition and an impromptu composition from the same good writer. Eleven eighth grade students from schools across Georgia submitted both types of writing in the Promising Young Writers Program of 1988. For this study, the compositions were analyzed by computer over a list of criteria including readability level, number of words, sentences, and paragraphs, spelling, punctuation, capitalization, usage, sentence length and variety, and verb choice. Although data revealed significant differences between the two sets of writings (primarily counts of length), the two sets of compositions were very similar in most features studied. This would seem to indicate that different methods of acquiring writing from students does not necessarily affect the overall structure of their writing.</p>","abstract_has_math":false,"creators":["Smith, Susan J."],"institution":null,"degree_name":"Specialist in Education","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. James M. Brewbaker","Dr. Carolyn M. Cartledge","Dr. Harold L. Whitman"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1989,"date_issued":"1989-01-01T08:00:00Z","date_published":"1989-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:25Z","subjects":["Georgia","Promising Young Writers Program of 1988","Writing Acquisition","Impromptu Composition","Revised Process Writing Composition","Educational Assessment, Evaluation, and Research","Language and Literacy Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/724","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. James M. Brewbaker","Dr. Carolyn M. Cartledge","Dr. Harold L. Whitman"]},{"key":"dc:creator","label":"Author","values":["Smith, Susan J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Georgia","Promising Young Writers Program of 1988","Writing Acquisition","Impromptu Composition","Revised Process Writing Composition","Educational Assessment, Evaluation, and Research","Language and Literacy Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/724"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study attempted to discover 1f there were any structural or syntactical differences between a revised, process writing composition and an impromptu composition from the same good writer. Eleven eighth grade students from schools across Georgia submitted both types of writing in the Promising Young Writers Program of 1988. For this study, the compositions were analyzed by computer over a list of criteria including readability level, number of words, sentences, and paragraphs, spelling, punctuation, capitalization, usage, sentence length and variety, and verb choice. Although data revealed significant differences between the two sets of writings (primarily counts of length), the two sets of compositions were very similar in most features studied. This would seem to indicate that different methods of acquiring writing from students does not necessarily affect the overall structure of their writing.
"]},{"key":"dc:title","label":"Title","values":["Structural and Syntactical Differences Between Revised Writing and Impromptu Writing of Award-Winning Eighth-Grade Students"]}]}],"canonical_facts":{"dc:contributor":["Dr. James M. Brewbaker","Dr. Carolyn M. Cartledge","Dr. Harold L. Whitman"],"dc:creator":["Smith, Susan J."],"dc:description.abstract":["This study attempted to discover 1f there were any structural or syntactical differences between a revised, process writing composition and an impromptu composition from the same good writer. Eleven eighth grade students from schools across Georgia submitted both types of writing in the Promising Young Writers Program of 1988. For this study, the compositions were analyzed by computer over a list of criteria including readability level, number of words, sentences, and paragraphs, spelling, punctuation, capitalization, usage, sentence length and variety, and verb choice. Although data revealed significant differences between the two sets of writings (primarily counts of length), the two sets of compositions were very similar in most features studied. This would seem to indicate that different methods of acquiring writing from students does not necessarily affect the overall structure of their writing.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/724"],"dc:language":["English"],"dc:subject":["Georgia","Promising Young Writers Program of 1988","Writing Acquisition","Impromptu Composition","Revised Process Writing Composition","Educational Assessment, Evaluation, and Research","Language and Literacy Education"],"dc:title":["Structural and Syntactical Differences Between Revised Writing and Impromptu Writing of Award-Winning Eighth-Grade Students"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T01:45:25Z"}