An Analysis of the Planning, Writing and Editing Skills used in a NEMP Three Stage Writing Task by year 4 and year 8 students.
TABLES
Table 1:
The gender of students at year 4 and year 8
Table 2:
The number of students in each ability grouping
Table 3:
Marking criteria and coding categories
Table 4:
Percentage of students using a planning strategy by year group
Table 5:
Percentage of students using specific planning strategies by year group
Table 6:
Percentage of students’ use of planning evident on Day Two by year group
Table 7:
Percentage of students keeping to the topic by year group
Table 8:
Completion of the task in the available time (percent by year group)
Table 9:
Relationship between planning and writing (percent by year group)
Table 10:
Average number of spelling errors and corrections by year group
Table 11:
Student punctuation (percent by year group)
Table 12:
Student use of simple sentences (percent by year group)
Table 13:
Student use of compound sentences (percent by year group)
Table 14:
Student use of non-sentences (percent by year group)
Table 15:
Student use of sentence length (percent by year group)
Table 16:
Student use of proofing for sense (percent by year group)
Table 17:
Percentage of students using a planning strategy by gender
Table 18:
Percentage of students using specific planning strategies by gender
Table 19:
Percentage of student’s planning evident on Day Two by gender
Table 20:
Percentage of evidence of proofing during the writing process by gender
Table 21:
Percentage of students keeping to the topic by gender
Table 22:
Percentage of students maintaining factual content by gender
Table 23:
Completion of the task in the time available (percent by gender)
Table 24:
Relationship between planning and writing (percent by gender)
Table 25:
Average number of spelling errors and corrections by gender
Table 26:
Student punctuation (percent by gender)
Table 27:
Student use of simple sentences (percent by gender)
Table 28:
Student use of compound sentences (percent by gender)
Table 29:
Student use of non-sentences (percent by gender)
Table 30:
Student use of sentence length (percent by gender)
Table 31:
Students proofing for sense (percent by gender)
Table 32:
Percentage of types of proofing used by gender
Table 32:
Percentage of students using a planning strategy by ability group
Table 33:
Percentage of students using specific planning strategies by ability group
Table 34:
Percentage of students’ planning evident on Day Two by ability group
Table 35:
Percentage of evidence of proofing by ability group
Table 36:
Percentage of students keeping to the topic by ability group
Table 37:
Percentage of students maintaining factual content by ability group
Table 38:
Completion of task in time available (percent by ability group)
Table 39:
Relationship between planning and writing (percent by ability group)
Table 40:
Average number of spelling errors and corrections by ability group
Table 41:
Student punctuation (percent by ability group)
Table 42:
Student use of simple sentences (percent by ability group)
Table 43:
Student use of compound sentences (percent by ability group)
Table 44:
Student use of non-sentences(percent by ability group)
Table 45:
Student use of sentence length (percent by ability group)
Table 46:
Student proofing for sense(percent by ability group)
Table 47:
Percentage of types of proofing by ability group
cont.
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