SWIFT, PATRICIA WORRELL

This thesis investigates articulatory tenseness in French and English
oral vowels. Chapter I reviews notions of tenseness, Chapter II
presents experimental procedure, Chapter III contains results and
conclusions. Tense vowels within a language demonstrate greater formant frequency
deviation from a neutral vowel position than lax vowels. The deviations
of the French nuclei [...] and the English nuclei [...] are compared using spectrograms made from
recordings of Standard French and American English speakers. Measurement
is based on the difference in Hertz of the first three formant
frequencies of each vowel and the corresponding frequencies of the
neutral vowel position of that language. The French nuclei [...] exhibit greater deviation than the English
nuclei [...] from their respective neutral vowel positions and are
said to be comparatively more tense. The same measurement and
criteria show that the English nuclei [...] are comparatively
more tense than their French counterparts.

This study was to determine whether writing performance, retention, and attitude improved using the combined techniques of peer review with self-evaluation in teaching ENC 1101 at Broward Community College. Subjects were 176 freshmen in eight sections of ENC 1101, four experimental and four control sections. The study was conducted in successive terms on the Central Campus of Broward Community College, 1985-1986. A Solomon four-group design was used with the level of significance set at .05. Peer review, small groups of students working together to revise an essay with a checklist, was employed the first half of the term. Self-evaluation, a student revising his own essay draft with a checklist, was employed the last half of the term. Control groups were taught without the techniques of peer review or self-evaluation. Data included pretest and posttest essay, retention rate, Writing Attitude Scale, and an informal survey. Differences in mean scores of posttest essays were considered with two-way analysis of variance that resulted in a significant F for the treatment group. Neither pretest nor interaction was significantly different. A major finding was the increase from pretest to posttest essay score using Difference between Proportions that was significant for the experimental group. Although more students were retained in classes receiving treatment than in control classes, the retention rate was not significant in difference. Attitude items of concern were ten that were stated in positive terms on the Writing Attitude Scale. With Chi Square to consider the ten items, three were found to show better attitude in greater observed frequency of response from the experimental group. An informal survey of reactions to experimental techniques indicated students' desire to be able to revise their writing before it is evaluated. It was concluded that the combined techniques of peer review with self-evaluation have a modest effect in producing better writing performance. The experimental techniques have a significant effect in improving freshman writing performance from pretest to posttest essay score. Further, the study implied a need for increased attention to writing process in the classroom.