The objective of expository writing courses is to teach the student to write clear, coherent prose that will be effective in accomplishing its purpose with a specific audience ( 1 ) . The methodological problem posed was to develop a reliable scale to evaluate college-level courses in expository writing. An experimental 16-item 5-point (scaled strongly disagree vs strongly agree) Writing Evaluator was administered to 1311 students enrolled in 79 expository writing courses/sections in the Department of English, University of Hawaii, at the end of the Fall semester 1982 (approx. 17 students/class). Pearson T-matrix generated for rhe 16 items was positive; average T for 120 off-diagonal r-pairs was .65 ( p < ,001). Inspection of the distribution of positive eigenvalues indicated one root greater than 1.0; remaining 15 values ranged from 0.9 to 0.2. Multiple R%as inserted as communality ( h a ) estimates and one iterative principal axis factor was extracted; rotation was unnecessary. The 16 expository writing items exhibited a narrow band of factor loadings ranging from .87 to .77, and the factor was labeled, Expository Writing Impact. The factor load~ngs were ordered: ( a ) the writing assignments were useful for developing writing skills ( .87 ) . ( b ) the instructor was able to answer questions clearly and concisely ( .85) , (c) the instructor was able to analyze and explain writing problems clearly ( .85), ( d ) classroom activities were appropriately related to improvement of writing skills ( .84) , ( e ) the instructor's attention to and comments on written work were helpful (.84), ( f ) the instructor displayed steady interest and enthusiasm (.83), ( g ) this course helped me to develop skill in organizing a piece of writing ( .83) , ( h ) I would recommend this instmctor to a friend who wanted to take a writing course ( .82) , ( i ) as a result of this course, my writing skills have improved ( .82) , ( j ) my time in this course was well spent ( .81) , ( k ) the insuuctor was able to suggest ways of solving writing problems (.80), (1) the writing assignments were clear ( .79) , ( m ) this course helped me to develop skill in writing clear, effective sentences ( .79), ( n ) this course helped me to develop skill in supporting generalizations with relevant details ( .79), ( 0 ) this course helped me to develop skill in adapting my writing to a particular purpose and audience ( .79), and (p ) the instructor was able to maintain an atmosphere which actively encouraged learning ( .77). Corrected split-half reliability for the 16 items was .96 ( f i < ,001). A Total Impact Score was computed for each of the 1311 students by summing item scores (Range = 16-80, M = 63.6. SD = 13.42). Quartile values were computed to locate relatively high and low impact classes (QI = 59.6, Ma = 66.2, Qa = 72.5). During the 1983-84 academic year, instructional improvement techniques suggested by the Conference on College Composition and Communication ( 1 ) will be introduced in expository writing courses.
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