The Impact of Grammatical Knowledge on Descriptive Essay Writing Skills in High School Students
Keywords:
Grammatical knowledge, Descriptive essay writing, High school studentsAbstract
This research explores the intricate relationship between grammatical knowledge and descriptive essay writing skills among high school students. Framed within a theoretical perspective positing that a solid foundation in grammar serves as a catalyst for proficient writing, the study adopts a mixed-methods approach to unravel the dynamics at play. A diverse sample of high school students undergoes a standardized grammar test to assess grammatical knowledge, while their descriptive essay compositions are subjected to qualitative analysis. The findings reveal a positive correlation between grammatical knowledge and descriptive essay writing skills, consistent across different grade levels. Participants with higher grammatical knowledge scores demonstrate enhanced language proficiency, vivid imagery, and organizational skills in their descriptive essays. The implications extend to educational practices, suggesting the integration of targeted grammatical instruction within writing curricula, as well as curriculum development and policy considerations. Overall, the study contributes to a more nuanced understanding of how grammatical competence shapes the expressive creativity of high school students in the context of descriptive essay writing.
References
Abune, A. A. (2019). Effects of Peer Scaffolding on Students’ Grammar Proficiency Development. Online Submission, 7(5), 105–120.
Bruce, C. D., Davis, B., Sinclair, N., McGarvey, L., Hallowell, D., Drefs, M., Francis, K., Hawes, Z., Moss, J., & Mulligan, J. (2017). Understanding gaps in research networks: using “spatial reasoning” as a window into the importance of networked educational research. Educational Studies in Mathematics, 95, 143–161.
Curry, L. A., Nembhard, I. M., & Bradley, E. H. (2009). Qualitative and mixed methods provide unique contributions to outcomes research. Circulation, 119(10), 1442–1452.
Dawson, V. M., & Venville, G. (2010). Teaching strategies for developing students’ argumentation skills about socioscientific issues in high school genetics. Research in Science Education, 40, 133–148.
Denecker, C. (2013). Transitioning writers across the composition threshold: What we can learn from dual enrollment partnerships. Composition Studies, 27–50.
Dong, L. (2023). Examining the relationship between socioeconomic status, self-regulated learning strategies, and writing proficiency in English as a second language learning context. Journal of Educational Psychology.
Grabe, W., & Kaplan, R. B. (2014). Theory and practice of writing: An applied linguistic perspective. Routledge.
Jeffery, J. V. (2009). Constructs of writing proficiency in US state and national writing assessments: Exploring variability. Assessing Writing, 14(1), 3–24.
Lim, J. (2019). An investigation of the text features of discrepantly-scored ESL essays: A mixed methods study. Assessing Writing, 39, 1–13.
Liu, S., Gao, S., & Ji, X. (2023). Beyond borders: exploring the impact of augmented reality on intercultural competence and L2 learning motivation in EFL learners. Frontiers in Psychology, 14, 1234905.
Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others. Perspectives on Medical Education, 8, 90–97.
Richards, J. C., & Miller, S. K. (2006). Doing academic writing in education: Connecting the personal and the professional. Routledge.
Shiu, L. J. (2011). EFL learners’ perceptions of grammatical difficulty in relation to second language proficiency, performance, and knowledge. University of Toronto.
Stavros, C., & Westberg, K. (2009). Using triangulation and multiple case studies to advance relationship marketing theory. Qualitative Market Research: An International Journal, 12(3), 307–320.
Torky, S. A. E. L. (2006). The Effectiveness of a Task-Based Instruction Program in Developing the English Language Speaking Skills of Secondary Stage Students. Online Submission.
Williams, J. D. (2014). Preparing to teach writing: Research, theory, and practice. Routledge.
Yang, W., & Sun, Y. (2012). The use of cohesive devices in argumentative writing by Chinese EFL learners at different proficiency levels. Linguistics and Education, 23(1), 31–48.
Yilmaz, K. (2013). Comparison of quantitative and qualitative research traditions: Epistemological, theoretical, and methodological differences. European Journal of Education, 48(2), 311–325.
Zhang, D. (2012). Vocabulary and grammar knowledge in second language reading comprehension: A structural equation modeling study. The Modern Language Journal, 96(4), 558–575.
