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KMID : 0921420100150030321
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Korean Journal of Communication Disorders
2010 Volume.15 No. 3 p.321 ~ p.336
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The Expository Writing Abilities of School-Aged Children
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Ahn Eun-Ju
Kim Jung-Mee
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Abstract
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Background & Objectives: School-aged children are exposed to more various discourse situations than are preschoolers. In addition, with a higher grade level, more writing tasks are required. The present study examined school-aged children’s expository writing ability with regard to productivity, syntactic complexity, lexical diversity, and accuracy.
Methods: A total of 60 typically developing elementary students were recruited from the areas of Kyonggido and Seoul. After watching the documentary film “Red Kangaroo,” the students were asked to write expository texts related to the film. The written materials were analyzed for the number of total T-units, TNW, MLT-w, the number of subordinate clauses per T-unit, NDW, and grammatical and spelling errors.
Results: Results showed that, as the children’s grade level increased, the total number of T-units, TNW, MLT-w, the number of embedded clauses per T-unit, and NDW increased. But statistical difference was varied according to the measurement among groups. Additionally, the results showed that spelling error rate per T-unit was dramatically decreased in the 4th grade, and that grammatical error rate per T-unit was increased in the 6th grade.
Discussion & Conclusion: The results showed that developmental writing patterns were different in each grade. In order to assess a student’s overall writing ability, qualitative analyses of the writing structure and words are necessary.
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KEYWORD
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expository writing, productivity, syntactic complexity, lexical diversity, accuracy
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