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'I'll Take Commas for $200': An Instructional Intervention Using Games to Help Students Master Grammar Skills

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Bibliographic Details
Title: 'I'll Take Commas for $200': An Instructional Intervention Using Games to Help Students Master Grammar Skills
Language: English
Authors: Bullard, Sue Burzynski, Anderson, Nancy
Source: Journalism and Mass Communication Educator. Mar 2014 69(1):5-16.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2014
Document Type: Reports - Research
Journal Articles
Education Level: Higher Education
Postsecondary Education
Descriptors: Grammar, Journalism, Writing Instruction, College Students, Quasiexperimental Design, Mixed Methods Research, Student Attitudes, College Readiness, National Competency Tests, College Faculty, Secondary School Teachers, Teacher Attitudes, Student Motivation, Journalism Education, Comparative Analysis, Statistical Analysis, Statistical Distributions
Assessment and Survey Identifiers: National Assessment of Educational Progress
DOI: 10.1177/1077695813518778
ISSN: 1077-6958
Abstract: Effective writing requires mastering grammar. For journalists, this mastery is critical because research shows poor grammar erodes media credibility. College writing instructors say students do not understand basic grammar concepts, and greater numbers of students are enrolling in remedial writing classes. This quasi-experimental mixed methods study examines whether using games to teach basic grammar skills helps college students understand and retain grammar concepts. It also examines student perceptions of learning.
Abstractor: As Provided
Entry Date: 2014
Accession Number: EJ1019999
Database: ERIC
Description
Abstract:Effective writing requires mastering grammar. For journalists, this mastery is critical because research shows poor grammar erodes media credibility. College writing instructors say students do not understand basic grammar concepts, and greater numbers of students are enrolling in remedial writing classes. This quasi-experimental mixed methods study examines whether using games to teach basic grammar skills helps college students understand and retain grammar concepts. It also examines student perceptions of learning.
ISSN:1077-6958
DOI:10.1177/1077695813518778