Psychological Development and Education ›› 2012, Vol. 28 ›› Issue (5): 495-501.

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Reading Model Essay Influenced Pupils’ Composition Achievements

WANG Yao, ZHANG Qi   

  1. Psychology Department, Liaoning Normal University, Dalian 116029
  • Online:2012-09-15 Published:2012-09-15

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Abstract: Introduction In composition instruction teachers generally recommended for pupils to read some complete model essays,and rarely used incomplete model essays.However,the authors were inspired by the incomplete worked-example and believed that the results of reading some types of incomplete model essays as well as or may be better than the results of reading a complete model essay.Method In order to verify the hypothesis,the authors established an evaluating indicator of pupils' narrative writing,and designed one complete model essay and 8 different types of incomplete model essays.300 third-grade pupils were randomly divided into 10 groups,one group was the control group,and other 9 groups were experimental groups.All the pupils were asked to write a narrative with the same subject during the first phase of the experiment (in 30 minutes),and then tock rest for10 minutes.After10 minutes,the pupils of one experimental group read the complete model essay,other 8 experimental group separately read one types of incomplete model essays,and the control group studied by oneself in scheduled time but did not read anything model essay during the second phase of the experiment (in 10 minutes),and then tock rest for10 minutes.After10 minutes all the pupils of the 10 groups pupils were asked to rewrite a narrative with the same subject as the same as before during the third phase of the experiment (in 30 minutes).Results Each composition of the pre and post was assessed by three graduate students which master the evaluating indicator of pupils' narrative writing and calculated the sub-scores.The results showed that the article content post scores of the experimental groups were all significantly batter than the per scores and the control group; The article frame post scores of the complete model essay groups and 4 incomplete model essays groups were remarkable batter than the per scores and the control group,and other 4 incomplete model essays groups were not remarkable; The post scores of the good words and sentences of the complete model essay groups and 6 incomplete model essays groups were remarkable batter than the per scores and the control group,and other 2 incomplete model essays groups were not remarkable; But the post scores with the per scores of the writing mistakes scores of the all experimental groups and the control group,there were not significantly difference.Conclusions Third-grade pupils which reading some types of incomplete model essays could improve their composition achievements as well as or may be better than the results of reading a complete model essay,but some types of incomplete model essays were not.However,reading model essays (complete or incomplete) couldn't improve the writing mistakes.

Key words: pupils, narrative, complete model essay, incomplete model essay

CLC Number: 

  • G623.2
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