Bennett A. Rafoth

The Impact of Content and Mechanics on Judgments of Writing Quality

This study concerns two related issues pertaining to the evaluation of students written compositions: the relative effects of content versus mechanics on judgments of quality, and the extent to which raters are able to follow instructions directing them to attend more to one aspect of writing than to another. A college-level expository essay was made weaker in content (by reducing the number of underlying propositions) and in mechanics. The original and altered versions were rated analytically and holistically according to different sets of rating instructions. Analysis of variance indicated that mechanics had a greater influence on raters judgments than either content or rating instructions. Thus the results suggest that evaluators may not be able to focus on individual criteria of writing quality.

Oral Language Criteria for Selecting Listenable Materials: An Update for Reading Teachers and Specialists.

Materials for Instruction and assessment of listening skills ought to exhibit appropriate levels of listenability. One factor contributing to listenability is the degree to which passages contain features of oral (as opposed to written) language. Oral language represents one end of a spectrum which ranges from planned autonomous (written) to spontaneous (oral) language; it is features of oral language are: 1) syntax that is characteristic of oral composition and suited for aural processing, 2) elements of text structure which ease the burdens of oral production and aural reception, and 3) expressions which tend to evoke a sense of immediate, face‐to‐face interaction. Since oral reading predominates in early reading instruction, it is suggested that these criteria may also be used in selecting listenable materials.