Writing Conventions: Putting the Puzzle Together
Title: Predictors of writing success: How important are spelling, grammar and punctuation?
Author(s): Daffern, T; Mackenzie, N.M; Hemmings, B
Source: Australian Journal of Education 2017, Vol. 61(1) 75–87
Link: https://journals.sagepub.com/doi/abs/10.1177/0004944116685319
Abstract: This study explored the relationship between three microstructure writing skills, i.e. the writing conventions of spelling, grammar, and punctuation, and the quality of essays written. It examined the three components and their relationship to writing using the National Assessment Program Literacy and Numeracy Language Conventions Test (NAPLAN), and it tested the quality of written composition using the NAPLAN Writing Test. The findings revealed that spelling, grammar, and punctuation do predict written composition skill, with spelling being the main predictor.
Participants/Studies Included: This article uses data from 819 primary school students from eight different catholic schools in Australia. The students were from grades 3-6 and were split into four different cohorts by grade level (Year 3, Year 4, Year 5, and Year 6).
Research Design: Mixed-methods study, subsample from a larger study
Methods: The NAPLAN Language Conventions Test required the students to identify and revise spelling errors in one-syllable and two-syllable words, presented either isolated or in a short sentence. It also required the identification and labeling of common grammatical and punctuation components, such as the correct use of pronouns, conjunctions and verb forms. The NAPLAN Writing Test consisted of a response to a selected topic by writing a persuasive composition; it weighed students’ ability to combine and apply linguistic devices in order to construct a persuasive argument. Measured, for example, were use of: appropriate vocabulary; persuasive devices; elaboration of ideas; and text cohesion. Test graders were required to undergo training prior to grading the tests.
Analysis: A multiple regression analysis was used to determine the individual and joint effect of the three writing conventions on the writing quality of essays written by primary age students.
Results:
