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Figure 14: Missing stops 7 6 5 Mean No. 4 3 2 1 0 G F E D C B A A* Grade 2004 2007 2014 This data could not be compared with that from earlier phases of the Aspects of Writing study, because the nature of the original ‘single sentence’ method used for the 1980, 1993 and 1994 sample precluded the collection of this data. Comma splices Comma splices occur when writers use a comma in place of a full stop to join two independent clauses/sentences. Figure 15 shows generally fewer instances of comma splice occurring in the 2014 sample compared to previous studies. For lower attaining students in 2014, the rate of comma splices fell.This could indicate a decrease in the use of punctuation generally in the writing samples, or a better understanding of how commas should/should not be used. Figure 16 shows the data from previous phases of the study, for comparison.This data cannot be displayed upon the same graph, because the nature of the data collection was different to the previous years. Commas Figure 17 shows that correct use of commas increased in line with levels of attainment.The trend here has also stayed stable over the three phases of the study, although 2014 showed a slight dip in the mid-range group. Data from previous studies is shown in Figure 18 on page 30.This cannot be displayed upon the same graph, because the nature of the data collection was different to the previous years. Overall, there were fewer instances of omitted commas in 2014 than in 2004 and 2007 (Figure 19, page 30).As in previous studies, the pattern followed attainment levels, with omitted commas occurring less frequently among higher attaining students. Figure 20 on page 30 shows data from previous studies.This cannot be displayed upon the same graph, because the nature of the data collection was different in the previous years. 28 | RESEARCH MATTERS – SPECIAL ISSUE 4: Aspects of Writing 1980–2014
Figure 15: Comma splices 2004-2014 (100-word sample) 3.0 2.5 Mean No. 2.0 1.5 1.0 0.5 0.0 G F E D C B A A* Grade 2004 2007 2014 Figure 16: Comma splices 1980-2004 (single sentence method) 3.0 2.5 Mean No. 2.0 1.5 1.0 0.5 0.0 G F E D C B A A* Grade 1980 1993 1994 2004 Figure 17: Correct use of commas 2004-2014 (100-word sample) 6 5 Mean No. 4 3 2 1 0 G F E D C B A A* Grade 2004 2007 2014 RESEARCH MATTERS – SPECIAL ISSUE 4: Aspects of Writing 1980–2014 | 29
Page 1 and 2: Special Issue 4: Aspects of Writing
Page 3: RESEARCH MATTERS: SPECIAL ISSUE 4 V
Page 6 and 7: performance in different elements o
Page 8 and 9: examinations in English/English Lan
Page 10 and 11: As well as these writing-specific d
Page 12 and 13: More generally, these new methods o
Page 14 and 15: Figure 1:The 2014 questions QUESTIO
Page 16 and 17: The coding frames Two coding frames
Page 18 and 19: include some transposition errors (
Page 20 and 21: Table 4: Intra-rater reliability st
Page 22 and 23: Empirical comparisons Average sente
Page 24 and 25: Figure 4: Degree of vocabulary soph
Page 26 and 27: variant of the tense they chose, we
Page 28 and 29: Figure 9: Capital letters used corr
Page 32 and 33: Figure 18: Correct use of commas 19
Page 34 and 35: Figure 23: Incorrect use of apostro
Page 36 and 37: In 2014, detailed data was collecte
Page 38 and 39: Coordination and subordination Figu
Page 40 and 41: Figure 36 shows how appropriately p
Page 42 and 43: Figure 37: Logical ordering of para
Page 44 and 45: Reader-writer relationship Craftedn
Page 46 and 47: Figure 40: How well-paced the piece
Page 48 and 49: Discussion and conclusions This stu
Page 50 and 51: References Baird, J.,Ahmed,A., Hopf
Page 52 and 53: Ofcom. (2014). Children and Parents
Page 54 and 55: Appendix A: Coding frames Aspects o
Page 56 and 57: Aspects of Writing Coding Sheet WHO
Page 58 and 59: Aspects of Writing Coding Sheets Ge
Page 60 and 61: VOCABULARY Sophistication of words
Page 62 and 63: Additional guidance and examples Pu
Page 64 and 65: Spelling • A misspelled word whic
Page 66 and 67: 2007 (A*/A continued) Females Who w
Page 68 and 69: 2014 (C continued) Males I had seen
Page 70 and 71: 2014 (E continued) Males Suddenley!
Page 72 and 73: 2014 (G continued) Males then she o
Page 74 and 75: A 2007 2014 accidently (accidentall
Page 76 and 77: C 2007 2014 a (I) abit (a bit) abso
Page 78 and 79: D 2007 abit (a bit) afterall (after
Page 80 and 81:
E 2007 a (and) abit (a bit) absesed
Page 82 and 83:
F 2007 2014 a (I) abit (a bit) abou
Page 84 and 85:
G 2007 2014 acceliration (accelerat
Page 86 and 87:
84 | RESEARCH MATTERS - SPECIAL ISS
Page 88:
Cambridge Assessment 1 Hills Road C
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