Grades in a college composition course were withheld over a 10-week term to determine how students would redirect their anxiety. (HOD)

To assess the effects of textual variation on students' preferred patterns of literary response, 166 college students were asked to read two poems and two short stories. The findings provided support for the notion that students' preferred patterns of response are strongly influenced by the nature of the texts they read. (HOD)

Details the development of an instrument for reporting teacher and course effectiveness in college composition courses. (HOD)

Compares the traditional method of composition grading, marginal comments, with a more recent technique, comments on cassette tape. (HOD)

Indicates that a teacher's responses to errors made by students in oral reading are related to that teacher's theoretical orientation as well as to the type of error made. (HOD)

Using techniques borrowed from ethnography, a participant observer spent four months in one elementary school to examine children's responses to literature as it was expressed in the classroom. (HOD)

Although students did not recognize Canadian poetry to any important extent, those students who made any differentiation between poems favored the Canadian poems. (DD)

Attempts to verify or identify a valid operational definition of literary response by determining its constituents through the use of a refined version of the Response Preference Measure. (HOD)

Examines the use of the repertory grid technique to describe student responses to the poem "Frost at Midnight" by Coleridge. (HOD)

Observations of four students, from their second through fourth grades, as they evaluated compositions revealed, among other findings, that (1) affective responses tend to dominate quality judgments, (2) the number of criteria children used in arriving at quality judgments increased over time, and (3) evaluation criteria are used in both planning…

Explores the role of interpersonal cognitive complexity in the character impressions, story comprehension, response preferences, and literary attitudes of eleventh grade students. Results suggest that interpersonal cognitive complexity predisposes readers toward complex perceptions of literary characters. (HOD)

An investigation into the context for writing in two college chemical engineering classes revealed that the two courses represented distinct communities where different issues were addressed, different lines of reasoning used, different writer and audience roles assumed, and different social purposes served by writing. Copies of assignments are…