A Comparison of the Writing of Eighth- and Twelfth-Grade Students. Report from the Individually Guided Instruction in English Language, Composition, and Literature Project.

Compositions of 1000 words were collected from 32 eighth-graders and 32 twelfth-graders in Manitowac, Wisconsin. In each grade, 16 males and 16 females were equally distributed into two ability groups based on IQ. Data from the writing samples were analyzed with an analysis of variance in which the factors were grade, sex, and ability level. The data consisted of five ratios computed from a frequency count of sentences, T-units, clauses, and words, together with frequency count of 11 kinds of subordinate structures. Results showed significant differences between the two grade levels, but not between sexes or ability levels. Grade differences included the use by 12th graders of longer clauses and T-units; more coordination between main clauses by 8th graders, resulting in a higher ratio of T-units per sentence; more frequent use of noun clauses by 12th graders; and more frequent use of adverb clauses by 8th graders. (Author/MF)