Abstract
This paper compares writing in two modes, narrative and argumentative, by Englishspeaking grade 8 students educated in French-speaking schools with that done by a group of similar children in a regular English program. The students' papers are compared for overall quality as measured by holistic scoring, for syntactic maturity as measured by T-unit analysis, and for surface feature control as measured by frequence of selected errors. In addition, the scores for syntactic maturity are compared to those presented in major studies of this aspect of writing development. Fifty writing variables do not differ significantly at the .05 level. The study strongly supports the view that education in a second language does not impair native-language
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Schedule a callMore From: Canadian Journal of Education / Revue canadienne de l'éducation
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