Criteria for Judging Thought Content in Written English

Abstract

By what criteria may the thought content of written English be judged? This is a question which confronts and puzzles every teacher of English as well as every teacher of any other subject which calls for subjective written opinion. Without question, the thought content of written English should de termine a large share of its relative merit. Yet in many courses of study the teaching of grammar, mechanics of punctuation, and spelling is em phasized almost to the complete neglect of the thoughts to be expressed. The goal, in other words, has been lost sight of in a near-sighted effort to smooth the way toward it. During a recent survey of the composition abilities of more than 29,000 children in the Junior High Schools of Los Angeles, an effort was made to evaluate statistically the status of grammar, mechanics of com position, spelling, and thought content. In fact, the particular objective of this work was to discover any evidence which might indicate a greater frequency of certain types of errors at particular IQ levels with a view to the construction of a differentiated course of study for slow, average, and fast learning groups. Miss Mabel Hermans, supervisor of English instruction in the Junior High Schools, has already made use of many of the facts disclosed in this survey in her course of study.