WRITTEN BY E-PJJ AND FULLTIME UNDERGRADUATE STUDENTS Submitte i! Fu"#i""me!t $# t%e A&'emi& P($)e&t Re*ui(eme!t+ B'&%e"$( $# A,,"ie L'!-u'-e Stuie. /E!-"i.% #$( P($#e..i$!'" C$mmu!i&'ti$!0 SITI NORFA1I2A2 BT NASRUDIN 3445678333 Ju!e 3493 1 CHAPTER ONE INTRODUCTION This first chapter introduces the background and nature of the present study. This chapter provides information that leads to the issues related to this study. It also gives the justification and intention to improve these issues. The significance, scope and limitations of the study are also presented. The operational definitions of key terms used in the study are also explained. 1.1 Background to the Study In Malaysia, there are about 53,!"# Malaysian $ho are studying at public higher education %&e$an 'egara, ("#(). The universities or college students are called as tertiary students. The tertiary students pursue their study up to tertiary level $hich is up to *niversity level. +tudents $ho pursue their study in tertiary level to get certificate, diploma or degree are called undergraduate students. ,hereas, students $ho pursue their study in universities or colleges in order to have a Master of doctorate scroll are called postgraduate students. In tertiary level students $ho study for bachelor-s degree programs and diploma programs are called undergraduate students. .ll undergraduate students have 2 same objective $hich is to complete their studies in tertiary level and get a diploma or degree. In order to fill the need of Malaysian to pursue their study in tertiary level, about // higher institutions $hich comprises of (# public higher institutions and 05 private higher institutions are built %http122$$$.malaysia.gov.my, ("#(. 3ne of the largest universities in Malaysia is *iTM %*niversiti Teknologi M.4.). *iTM provides several types of modes of study for undergraduate students $hich are fulltime mode and part5time mode. There are several types of study modes $hich are 3ff 6ampus 7earning %879), &istance 7earning via :lectronics %e58;;) and .ffiliated 8rogrammes %88*). <or fulltime mode, students need to be fulltime study in campus. <or part5time study mode, students need to attend seminars on $eekends and at the same time interact $ith their lecturers on5line %*iTM .cademic 4egulation, ("##). *ndergraduate students $ho are study for bachelor-s &egree, the minimum credit units is #(" units. Therefore, the meeting hours are all up to the programs and mode of the study % *iTM .cademic 4egulation, ("##). .s mentioned earlier, the common objectives of tertiary students is to get their bachelor-s degree in the course they are taking regardless $hich modes do the students applied for. In order to complete their study, students need to fulfill their academic re=uirement for examples they have to attend classes, sit for examinations, complete final year projects and many more. +imply said all students have to undergo various assessments as an academic re=uirement in *niversity. 3 .s for undergraduate students, one similarity that they have is the assessments like tests, projects or assignments. The assessments given to students are all vetted and it is standardi>ed for all undergraduate students. .s :nglish language is the medium of teaching and learning in *iTM, students need to have good $riting skills $hen they $rite reports, assignments, ans$ering =ui>>es or examinations. This study aims to determine the differences of $riting skills of fulltime and e58;; undergraduate students. .s e58;; undergraduate students are mainly $orkers, they gain lots of experiences and perhaps $ill influence their skills in $riting. In contrast, fulltime student is only a youth students $ho are mainly have no $ork experience. Therefore, this study is conducted to examine the differences of $ritings skills bet$een fulltime undergraduate students and e58;; undergraduate students. &istance 7earning %e58;;) students are part5time students $ho attend seminars on $eekends and at the same time interact $ith their lecturers on5line %*iTM .cademic 4egulation, ("##). Most of these students make study as their part time ?job- because they are already $orking and at the same time they $ant to further their study to one level higher. .part from e58;; undergraduate students, the other undergraduate student is fulltime students $ho apply for full time study or in5campus study mode %*iTM .cademic 4egulation, ("##). Through out the period of study to get a @achelor-s degree, they $ill be inside the campus to attend classes, academic meeting, tutorials and everything that are related to their programs. Most of them are 4 students $ho are diploma holder, +T8M students, matriculation students and also foundation students. Their objective for further their study at tertiary level is =uite similar to e58;; $hich is to get a @achelor-s degree. That is $hy both of this student are being called undergraduate students because they are studying to get a @achelor-s degree. Ao$ever, e58;; students are believed to be better in $riting as they have been practicing the skills in their $orkplace. .s part of their job, they need to $rite various documents or reports. Their skill $riting skills are believed to be better compared to fulltime students $ho have no $orking experience. 1.2 Stateent o! Pro"#e :58;; and fulltime undergraduate students are assessed $ith the same course contents and the same assessments. .lthough the contact hours for learning bet$een e58;; and fulltime undergraduate students are different, e58;; students could have extra advantages from their $orkplace $here $riting various types of documents or report is concerned. .s being mentioned by 4adcliff %(""), $riting is especially demanding is that it forces a very deep type of learning to take place like experiences. 4adcliffe %("") also said, most study at a tertiary level re=uires a =uality and analytical, not a descriptive. In order to determine the =uality of $ritings by e58;; and fulltime undergraduate students a study have to be conducted. Therefore, this 5 study is conducted to find out $hether e58;; students are able to $rite better compare to fulltime undergraduate students.
1.$ O"%ect&'e o! the Study This study aims to conduct a structural analysis of texts $ritten by full5time and e5 8;; undergraduate students. Aere are the objectives of the study. i. To compare the overall readability scores of texts $ritten by full5time and e58;; undergraduate students. ii. To analy>e the types of sentences used by full5time and e58;; undergraduate students. iii. To examine the range of vocabulary used by full5time and e58;; undergraduate students. 6 1.( Re)earch *ue)t&on) In order to achieve the objectives stated earlier, the present study attempts to ans$er the follo$ing research =uestions1 4esearch =uestion #1 To $hat extent do the overall readability scores of texts $ritten by full5time undergraduate students differ from those $ritten by e58;; undergraduate studentsB 4esearch =uestion (1 To $hat extent do the types of sentences used by full5time undergraduate students differ from those of e58;; undergraduate studentsB 4esearch =uestion 31 7 To $hat extent does the range of vocabulary of full5time undergraduate students differ from those of the e58;; undergraduate studentsB 1.+ De!&n&t&on o! Ter) There are several terms $hich related to this study like structural analysis, full5 time and e58;; undergraduate students, readability, type of sentences and vocabulary range. .ll the terms are being defined by referring to scholarly journals, books, and scholarly articles form $ebsites. 1.+.1 Adu#t ,earner) .ny student regardless of age, $ho has adult responsibilities beyond college classes, and for $hom those adult responsibilities take priority in times of crisis %'.6.&.-s .dvising .dult 7earners 6ommission, ("##). .dult learners are different from traditional college students. Many adult learners have responsibilities like families and jobs and situations for example transportation, childcare, domestic violence and the need to earn an income $hich can interfere $ith the learning process %6ercone, (""!). Most adults enter educational programs voluntarily and manage their classes around $ork and family responsibilities %6ercone, (""!). 8
1.+.2 A'erage Sentence ,ength -AS,. .verage sentence length is the average number of $ords in a sentence %7aughlin, #C/C). It is measured in $ords units. 1.+.$ A'erage /ord ,ength -A/,. .verage $ord length is the number of characters or bits contained in a prose or $ords %6arver, #C/). It is measured in characters units. 1.+.( Co0#e1 Sentence) 6omplex sentences are made up of an independent clause and one or more dependent clauses connected to it %4ambo, (""/). . dependent clause is similar to an independent clause, or complete sentence, but it lacks one of the elements that $ould make it a complete sentence %4ambo (""/). 1.+.+ Co0ound2co0#e1 Sentence) 6ompound5complex sentence is also one of the types of :nglish sentences. The compound5complex sentence combines elements of compound and complex sentences. It is the most sophisticated type of sentence that can be used %Meginson, (""/). In order to produce compound5complex sentences, 9 coordination and subordination may of course occur in the same sentence %6rystal, #CC5). 1.+.3 Co0ound Sentence) . compound sentence is a sentence that contains t$o complete ideas that is called clauses $hich are related %Meginson, (""/). 6ompound sentences are =uite rare used by non5native speakers %Meginson, (""/). 1.+.4 Den)&ty ,e'e# o! Te1t) The density level of a reading passage is determined by dividing the number of distinct $ords %types) $ith the total number of the $ords %token) %text %.>i>, .bd 4ahman, .bd Dhani E .bu @akar, ("##). . text $ith lo$er density level can be considered as an easy text %.>i>, .bd 4ahman, .bd Dhani E .bu @akar, ("##). 1.+.5 E2P66 Undergraduate Student) &istance 7earning %e58;;) students are part5time students $ho attend seminars on $eekends and at the same time interact %*iTM .cademic 4egulation, ("##). Most of these students are $orking and that-s the main reason $hy they apply for this study mode. They $ill come to campus during the $eekend to attend classes or tests. They do part time study as they $ant to further their study to get a @achelor-s degree. @ecause of these reasons, they apply for e58;; program of study. 1.+.7 8#e)ch Read&ng Ea)e 10 <lesch 4eading :ase <ormula is considered as one of the oldest and most accurate readability formulas. %$$$.readabilityformulas.com,("#().+ince it is the best method as being discussed in $$$.readabilityformulas.com, it is very relevant to run an analysis to measure readability of a text. 1.+.19 8u##t&e undergraduate )tudent) <ulltime undergraduate students are students $ho apply for full time study or in5 campus study mode %$$$.uitm.edu.my). They $ill be inside the campus through out the semesters and they $ill attend classes in the $eekdays. Most of them are students $ho are diploma holder, +T8M students, matriculation students and also foundation students. They further their study in tertiary level to get @achelor-s degree, same like e58;; students.
1.+.11 Reada"&#&ty 4eadability is the ease in $hich text can be read and understood %&avison, ("#"). @esides that, the readability of a piece of $riting is determined by more than just its literary =ualities %;oomla, ("#"). There is a tool to measure the readability of a passage or text. This formula is being introduced by 4udolph <lesch in #C0!. This formula is being named <lesch 4eading :ase. 1.+.12 S&0#e Sentence) 11 +imple sentences can be very short, consisting of only one $ord %a noun) for the subject and one $ord %a verb) for the predicate %'icholson, (""/). Ae also stated that the noun is called the simple subject, and the verb is the simple predicate %'icholson, (""/). 1.+.1$ Structura# Te1t Ana#y)&). +tructural text analysis is a research techni=ue for making replicable and valid inferences from text to content %8opping, (""/). Text analysis encompasses a class of techni=ues for the social scientific study of communication %8opping, (""/). The content in this type of study is the material-s meaning for example papers, books, films, audios and others %8opping, (""/). 1.+.1( Ty0e) and Token The number of $ords in a text is often referred to as the number of tokens. Ao$ever, several of these tokens are repeated. <or example, the token again occurs t$o times, the token are occurs three times, and the token and occurs five times %,illiamson, (""C). 1.+.1+ :oca"u#ary Focabulary is one of the key elements impacting the ability to communicate but it is not the only element %&avies, (""5). Ae also stated in his journal, fluency also 12 comes $hen students have a complete kno$ledge of a $ord and all of its potential uses %&avies (""5). 1.+.13 :oca"u#ary Range or S&;e There is a difference bet$een the si>e of a student-s vocabulary and the range of the vocabulary. .ccording to &avies in his journal GFocabulary 4ange and Text 6overageH, he defines that vocabulary si>e refers to the total number of $ords kno$n $hereas the vocabulary range refers to someone-s vocabulary kno$ledge of a specific topic or theme %&avies, (""5). 1.+.14 <outh ,earner) Traditionally, in tertiary institutions, youth are identified as the stereotypical undergraduates $ho join after completing high school and $hose main occupation is to pursue a =ualification in order to prepare for a chosen vocation %6hoy E &elahaye, (""31 9as$orm, #CC"). 1.3 Sco0e o! the Study The study of structural analysis of text $ritten by full5time and e58;; undergraduate students is being conducted $ith *iTM undergraduate students $ho took a same course to fulfill their academic re=uirement. The students are being tested by using a standardi>ed and vetted test set by *iTM :nglish lecturers. This test $as ans$ered by students in t$o hours in their classroom. 13 In order to conduct this study, a total of /" ans$er scripts $ritten by e58;; and full5time undergraduate students in *iTM $here 3" ans$er scripts from e58;; students and 3" ans$er scripts from fulltime students. These ans$er scripts are anlysed to prove $hether the assumption made is true or not. 1.4 S&gn&!&cance o! the Study This research focuses on structural analysis of text $ritten by e58;; and full5time undergraduate students. This study $ill benefit several types of people $ho $ant to kno$ the connection bet$een age and learning differences. .s for researchers, this study is very beneficial for them if they are interested in doing an in5depth study of age and learning difference. @esides that, this study also can benefits for researchers $ho $ant to study thoroughly about the different of $riting style bet$een adult learner and youth learner. .part from that, this study can help teachers, lecturers or educators to prepare the suitable learning materials for both group of learners. .s this study is about $riting skills of adult and youth learner, educators $ill be able to predict the $riting styles of students. 14 @esides that, this study also $ill give much help to curricular developers $hen they $ant to design a suitable course $hen age and learning difference is concerned. They can ackno$ledge $hat type of course is suitable for adult learners and youth learners. They can someho$ refer to this study to look for some information that maybe useful for them. <or students $ho are in general studies stream, this study can help them in their research or study. They also can make this study as their reference in order to do comparison in differences of $riting skills of students $ith $orking experience and no $orking experience. 7ast but not least, this study $ill give many benefits all people $ho $ant to make a research regarding analysis of $riting skills and $riting style of students $ho have $orking experiences or not. 8erhaps this study $ill benefits to all people $ho are related and interested to do some research on this genre of study. Cha0ter Suary The background of this study and its objective has been explicate in details. 8lus $ith the definition of terms, research =uestions, scope of the study and significance of the study. 'ext chapter discuss about the literature revie$ of this study 15 CHAPTER T/O ,ITERATURE RE:IE/ This chapter explicates in detail about age and learning. It also presents the characteristics of adult and youth learners. @esides that, this chapter also discusses about textual difficulties. .part from that, it also explained in details about sentence difficulties and the type of sentences. This chapter also touches on readability and $ord difficulties. .t the end of this chapter, it also elaborates in details vocabulary and its range plus computer soft$ares that are used to conduct this study. 2.1 Age and ,earn&ng 4elation bet$een age and learning ability is not al$ays inversely proportional %9ing, (""5). 7earning can be halted at any age, but anyone $ho keeps learning 16 stays young. There must be a limit for learning ability but a saga that some memory loss occurs $hen someone is getting older is an exaggerated fact. %9ing, (""5). .dult learners bring a different experiences to the classroom, and instructing adults is approached in a manner that differs from the approach taken $hen instructing children or adolescents %'nokim, ("#"). .dults have a self5concept of a self5directing personality %'nokim, ("#"). .dult learners are not only defined by their role as a student. It is more common for an adult to have other roles in their life, roles that may take precedence over their identities as students. In the article titled GThe 4elation bet$een .ge and 7earningH 9ing %(""0) stated that $orkers are forced to be less confident about their learning abilities due to certain social stress %9ing, (""0). It seems that $orkers are a bit less efficient in taking challenges, average on ac=uiring complex and demanding skills and much slo$er in sorting out problems and giving solutions %9ing, (""0). Therefore, they need more time to be trained %9ing, (""0). 9ing %(""0) also stated that $hen the $orkers are trained they prove to be a better asset than their counterparts for the company as they are proficient in transferring their experience and kno$ledge to the job %9ing, (""0). .ge actually develops some rational abilities such as outlines for better solutions and expert kno$ledge %9ing, (""0). @eing old does not mean to be $iser or have a better degree of insight, but a person must have accumulation of certain =ualities that can be gained only through experience of living and learning %9ing, (""0). 17 Therefore, adult learners $ith $orking experience have this advantage $hich is so good for their study. .ccording to 9ing %(""0), $isdom can be accumulated through learning, kno$ledge, better insight and better judgment capability are =ualities that can be gained $ell through experience $ith time. .part from that, according to an article titled GThe 4ole of .ge In 7earning <oreign 7anguagesH $ritten by ;anna &egener %("I#), skills of $riting comes $ith experience and this is an advantage for older students as for adult learners %&egener, ("##). ,ith regard to the learning of vocabulary and reading comprehension, adolescents and even older adults still have a distinct long5term advantage %&egener, ("##). Ae also mentioned that adult students have access to a broader spectrum of conceptual kno$ledge in their $orking life, along $ith a broader spectrum of overall kno$ledge %&egener, ("##). @eside that, &egener %("##) also stated adults increasingly look to their o$n learning and life experiences to help them learn the $ords, structures and concepts of a foreign language and the result is adults al$ays take a more analytical approach $ith stricter rules. %&egener, ("##). .ccording to a journal titled GIouth 7earners1 The .uthentic 'eglected +pecies 7earning for an *nkno$n <utureH the author stated that three researchers 8erry %#C"), 9as$orm %#C!") and 7ankard %#CC5, #CC) have considered youth learning specifically %6hoy E &elahaye, (""3). Ae stated that 8erry-s %#C") longitudinal study %four years) of undergraduates identified nine stages of intellectual development during their learning period %6hoy E &elahaye, (""3). 18 These stages commence $ith +tage #%there is a correct ans$er to everything and teachers should provide this ans$er) and finished at +tage C %accept responsibilities and commitments and identify themselves in various situations that reflect their lifestyle) %6hoy E &elahaye, (""3). .ccording to @remner, students $ith $orking experience can $rite $ell as the $orkplace provides opportunity for situated learning, a social process in $hich kno$ledge is co5constructed through interactions and experience %@remner, #C/"). .ccording to &oughty and 7ong %(""3), $orking learners ac=uire certain aspects of a second language at a faster rate than younger learners in the beginning of the ac=uisition %&oughty E 7ong, (""3). Therefore, it is solid enough to say that adult learners have the extra advantages to $rite better than fulltime students. 2.1.1 Character&)t&c) o! Adu#t ,earner) .dult learners are different from traditional college students %6ercone, (""!). Many adult learners have responsibilities like families and jobs and situations for example transportation, childcare, domestic violence and the need to earn an income $hich can interfere $ith the learning process %6ercone, (""!). Most adults enter educational programs voluntarily and manage their classes around $ork and family responsibilities %6ercone, (""!). .dditionally, most adult learners are highly motivated and task5oriented %6ercone, (""!J Merriam E 6affarella, #CCC). 19 .dults have many challenges today, such as multiple careers, fe$er stable social structures to rely on, living longer, and dealing $ith aging parents and other responsibilities and commitments %6ercone, (""!). .dults are insecure in many decisions that they need to make %6ercone, (""!). 7ife is complex due to career, family, and other personal choices %6ercone, (""!). .dults $ant to take more control over learning than youth %6ercone, (""!). .s adults are self directed in their lives, they transfer this need for independence to the learning situation %6ercone, (""!). .dults also are said to have tendency to be more motivated than youth %6ercone, (""!). This stems from the fact that they choose to learn :nglish and adults are goal oriented $hich they have a clear objectives for attending a course %6ercone, (""!). @esides those adults are pragmatic, they $ant to put $hat they learn immediately into practice %6ercone, (""!). .part from that, according to the journal G6haracteristics of .dult 7earners $ith Implications for 3nline 7earning &esignH the author stated that many adults lack confidence in their learning because of negative past experiences and GrustyH study skills %6ercone, (""!). .dults are more resistant to change and they have seen that some changes in life $ere not for the best %6ercone, (""!). @esides that adult groups are more diverse in terms of age and experiences %6ercone, (""!). .dults must compensate for aging in learning. Though adults may have problems related $ith age, such as sight or motricity, they learn slo$ly but more deeply %6ercone, (""!). 20 7ieb %#CC#) maintained that accumulated life experiences and kno$ledge are related to $ork or to family responsibilities as $ell as to past education %7ieb, #CC#). .dults need to connect ne$ kno$ledge to past events and experience. 2.1.2 Character&)t&c) o! <outh ,earner). Traditionally, in tertiary institutions, youth are identified as the stereotypical undergraduates $ho join after completing high school and $hose main occupation is to pursue a =ualification in order to prepare for a chosen vocation %6hoy E &elahaye, (""31 9as$orm, #CC"). . number of researchers %for example, 9as$orm #C!"J 7abouvie5Fief, #C!(J and 7ankard, #CC) have argued that youth are a different group of learners compared to children and adults %6hoy E &elahaye, (""3). More recent literature about Deneration K and Deneration I highlights differences in youths- thinking, learning, values and general approach to life %6hoy E &elahaye, (""3). 7ankard %#CC) lists five characteristics of youth learners that provide insight into ne$ $ays of learning for youth having gro$n up $ith both parents $orking or furthering their education, youth are used to getting things done on their o$n %6hoy E &elahaye, (""3). Iouth learners are said that they $ant support and feedback, but do not $ant to be controlled %6hoy E &elahaye, (""3). 21 @esides that, according to the journal of GIouth 7earners1 The .uthentic 'eglected +pecies 7earning for an *nkno$n <utureH because of youth or generation K gre$ up $ith computers, youth are technologically literate %6hoy E &elahaye, (""3). They are conditioned to expect immediate gratification, are responsive, crave stimulation and expect immediate ans$ers and feedback %6hoy E &elahaye, (""3). .part from that, youth learners are said they do not $ant to $aste time doing =uantities of school $ork and they $ant their $ork to be meaningful to them %6hoy E &elahaye, (""3). @esides, youth learners preferred unstructured learning this is already =ualified through various researches done %6hoy E &elahaye, (""3). Iouth learners also indicated a preference for the ?feel good- aspects of unstructured learning %6hoy E &elahaye, (""3). They preferred their teachers to be friendly $ith them, respect and value their contributions to class activities and to be concerned about them as an individu, not just as a student %6hoy E &elahaye, (""3). Ao$ever, they $ere not keen to accept the responsibilities of being a self5directed learner, for example making decisions on $hat should be learned and ho$ it should be learned %6hoy E &elahaye, (""3). Iouth learners expand further on their inclination for surface learning as being achieved by structured learning experiences %6hoy E &elahaye, (""3). .ctually, there $as a general ackno$ledgement by youth that they respected their teachers- professionalism %6hoy E &elahaye, (""3). Therefore, they $anted the teachers to be responsible for, and in charge of, their learning %6hoy E &elahaye, (""3). 22 They expected their teachers and institutions to make the decisions about $hat is to be learned and ho$ it $ould be taught %6hoy E &elahaye, (""3). Ao$ever, according to 6hoy E &elahaye %(""3) in their journal there $ere t$o strong =ualifications L the learning must be relevant and the application of the subject content must be made explicit %6hoy E &elahaye, (""3). <urthermore, the respect for teachers- professionalism combined $ith recognition that learning and gaining credentials $as essential for enhancing or maintaining e=uilibrium in their life $orld %6hoy E &elahaye, (""3). <urther, they believed that society valued credentialism and that employers value such credentials by placing a high premium on these $hen making hiring decisions %6hoy E &elahaye, (""3). In addition, youth learners felt that the institutions forced them to$ards surface learning by imposing a high volume of content to be learned and the assessment practices of the teaching institutions %6hoy E &elahaye, (""3). <inally, 6hoy E &elahaye %(""3) found that youth learners perceived deficiencies in their skills and ability for self5directed learning and critical thinking %6hoy E &elahaye, (""3). Together $ith their perception of having lo$ self5confidence in learning situations, this constrained their ability to undertake more self5directed learning and critical thinking %6hoy E &elahaye, (""3). 2.2 Te1tua# D&!!&cu#t&e) 23 *p until a fe$ years ago, text difficulty $as typically assessed $ith readability formulas, mathematical e=uations that took into account vocabulary difficulty and sentence complexity and assigned a grade level to a text %Draves, (""3). The difficulty of a text can be measured by using density level of the text. In order to calculate density level, tokens must be divided $ith the types and times $ith #"" %$$$.csprousers.org2("#(2"/2"/2 ca#cu#at&ng 5den)&t&e) = ("##). There are six factors that can cause a text to be difficult or not $hich are vocabulary, sentence structure, length, elaboration, coherence and unity, and text structure %Draves, (""3). Focabulary is one of the most easily identifiable elements suggesting text difficulty and because it is a very influential factor %Draves, (""3). . substantial body of research sho$s that texts containing a lot of difficult $ords are likely to be difficult texts %Draves, (""3). Ao$ever, this does not mean that texts can necessarily be simplified by replacing difficult $ords $ith easier ones %Draves, (""3). It appears that vocabulary is an excellent predictor of difficulty because vocabulary reflects difficultyJ a difficult or unfamiliar topic fre=uently needs to be conveyed using the difficult and unfamiliar vocabulary that is inherent to the topic %Draves, (""3J .nderson E <reebody, #C!#). .part from vocabulary, sentence structure is also another predictor to assess and the other factor considered in readability formulas, is a second factor that reflects difficulty. 7ong, complex, and certainly very convoluted sentences make texts more difficult to read %Draves, (""3) 24 @esides that, a text $ith lo$er density level can be considered as an easy text %.>i>, .bd 4ahman, .bd Dhani E .bu @akar, ("##). 2.$ Sentence and It) D&!!&cu#t&e) <or the simple reason, language starts $ith sentences %<lesch, #C/"). .ccording to the &ictionary of Modern :nglish *sage by <o$ler sentence is defined as a set of $ords complete in itself, having either expressed or understood in it a subject and a predicate, and conveying a statement or =uestion or command or exclamation %<lesch, #C/"). @esides that, there are some definitions of sentence by other linguists. +entences are constructions $hich can be used on their5o$n units of meaning $hich seem to ?make sense- by themselves %6rystal, #CC5). In :nglish language, there are four major types of sentences $hich are simple sentences, complex sentences, compound sentences and compound complex sentences %6rystal, #CC5). 3rdinarily, a sentence expressed one thought and t$o sentences express t$o thoughts %<lesch, #C/"). . $riter can $ork one sentence into another in a place of noun or adjective or adverbs and it then become a clause and the other sentence by putting in more phrases or $ords %<lesch, #C/"). 25 +entences are not hard to read in spite of their complexity %<lesch, #C/"). 3rdinarily, a sentence $ill get tangled up as soon as a $riter start filling it up $ith ideas %<lesch, #C/"). The best plan is to $rite a short sentence so that the reader, or listener gets enough chances for breathing spells and doesn-t get caught in invisible strings bet$een $ords %<lesch, #C/"). +entence difficulty is measured only in terms of si>e or complexity despite models of the reading process $hich suggest that readers could use a kno$ledge of recurring syntactic patterns to economi>e their scan of the text %+elden, #C). &ifficulty of a sentence can be measured by the sentence length %<lesch, #C/"). +entence length is measured in $ords because they are the easiest units to count. @elo$ is the table of average sentence length in $ords by 4udolph <lesch in his book GAo$ to ,rite, +peak and Think More :ffectively %#C/"). Sty#e De)cr&0t&on Nu"er o! >ord) &n a )entence Fery easy ! or less :asy ## <airly easy #0 +tandard # <airly difficult (# &ifficult (5 26 Table 2.1: Average sentence length in words Fery difficult (C or more 2.$.1 Ty0e) o! Sentence) +imple sentences can be very short, consisting of only one $ord %a noun) for the subject and one $ord %a verb) for the predicate %'icholson, (""/). Ae also stated that the noun is called the simple subject, and the verb is the simple predicate %'icholson, (""/). Then, the other type of :nglish sentences is complex sentences. 6omplex sentences are made up of an independent clause and one or more dependent clauses connected to it %4ambo, (""/). . dependent clause is similar to an independent clause, or complete sentence, but it lacks one of the elements that $ould make it a complete sentence %4ambo (""/). The other type of :nglish sentences is compound sentences. . compound sentence is a sentence that contains t$o complete ideas that is called clauses $hich are related %Meginson, (""/). 6ompound sentences are =uite rare used by non5native speakers %Meginson, (""/). 6ompound5complex sentence is also one of the types of :nglish sentences. The compound5complex sentence combines elements of compound and complex sentences. It is the most sophisticated type of sentence that can be used 27 %Meginson, (""/). In order to produce compound5complex sentences, coordination and subordination may of course occur in the same sentence %6rystal, #CC5). 2.( Reada"&#&ty 4eadability is the ease in $hich text can be read and understood %&avison, ("#"). @esides that, the readability of a piece of $riting is determined by more than just its literary =ualities %;oomla, ("#"). .nother various definitions are elaborated by &ubay %(""0) in his book, The 8rinciple of 4eadability. .ccording to his book, readability is $hat makes some texts easier to read than others. It is often confused $ith legibility, $hich concerns typeface and layout. &ubay %(""0) also =uotes others linguists- definitions of readability. Deorge 9lare %#C/3) defines readability as the ease of understanding or comprehension due to the style of $riting %&u@ay, (""0). This definition focuses on $riting style as separate from issues such as content, coherence, and organi>ation %&u@ay, (""0). The creator of the +M3D readability formula D. Aarry Mc7aughlin %#C/C) also defines readability as the degree to $hich a given class of people find certain reading matter compelling and comprehensible %&u@ay, (""0). This definition stresses on the interaction bet$een the text and a class of readers of kno$n 28 characteristics such as prior kno$ledge, reading skill, and motivation %&u@ay, (""0). 4eading is an active skill and it is an interactive process bet$een readers and reading materials ;oomla, ("#"). &ifferent reading materials have its o$n difficulty and this goes same $ith the different reading ability that readers have. 2.(.1 8#e)ch Read&ng Ea)e 8oru#a .ccording to &u@ay %(""0), some of educators had discovered a $ay to use vocabulary difficulty and sentence length to predict the difficulty level of a text. They had embedded this method in readability formulas, $hich have proven their $orth in over !" years of application %&u@ay, (""0). @y the #C!"s, there $ere ("" formulas and over a thousand studies published on the readability formulas attesting to their strong theoretical and statistical validity %&u@ay, (""0). 3ne of the most famous readability formulae is a formula invented by 4udolph <lesch. In this study, <lesch 4eading :ase formula has been used thoroughly to examine the redability of texts $ritten by both studentsJ e58;; and fulltime undergraduate students. In The .rt of 4eadable ,riting, <lesch %#C0C, p. #0C), described his 4eading as this table belo$ %&u@ay, (""0). 29 Table 2.2: Flesch Reading Ease Score 2.+ /ord D&!!&cu#t&e) ,ords $ere defined as $hat is contained bet$een t$o blank spaces %6arver, #C/.) ,ord difficulties can be determine by count the number of characters or bits that can form a $ords. .s a prose becomes less difficult the average $ord length becomes smaller %6arver, #C/J @ormuth, #C/CJ 6arver, #C0cJ 6oleman, #C#). There is a high correlation bet$een average $ord length and prose difficulty. ,ord difficulty is measured in t$o $ays $hich are by the structural si>e and complexity of $ords or by reference to phenomena of language use such as $ord5 list fre=uency or the regularity of spelling patterns %+elden, #C).
2.3 :oca"u#ary 30 Source: The Principles of Readabilit! www.i"pact# infor"ation.co"$i"pactinfo$readabilit%2.pdf b &illia" 'u(a )2%%*+ @roadly defined, vocabulary is kno$ledge of $ords and $ord meanings %7ehr, Aeibert E 3sborn, (""5). It is actually more complex than this suggested definition. .ccording to their journal, $ords come in t$o forms1 oral and print. 3ral vocabulary includes those $ords that $e recogni>e and use in listening and speaking $hereas print vocabulary includes those $ords that $e recogni>e and use in reading and $riting %7ehr, Aeibert E 3sborn, (""5). .part from that, the $ord kno$ledge also comes in t$o forms, $hich are receptive and productive %7ehr, Aeibert E 3sborn, (""5). .ccording to their journal titled G. <ocus on FocabularyH receptive vocabulary includes $ords that $e recogni>e $hen $e hear or see them $hereas productive vocabulary indicates $ords that $e use $hen $e speak or $rite. They also mentioned that receptive vocabulary is typically larger than productive vocabulary as they include many $ords $hich assigned some meaning %9amil E AiebertJ 7ehr, Aeibert E 3sborn, (""5). @esides that, linguist also stated some valuable facts on vocabulary. .s being mentioned in a journal G&efining 6ore Focabulary and Tracking Its &istribution across +poken and ,ritten DenresH by &avid I.,. 7ee vocabulary as an area that is =uite heavily researched and discussed, especially by applied linguists and language teachers %7ee, (""#). <urthermore, other linguist also found that vocabulary is one of the key elements impacting the ability to communicate but it is not the only element %&avies, 31 (""5). Ae also stated in his journal, fluency also comes $hen students have a complete kno$ledge of a $ord and all of its potential uses %&avies, (""5). 2.3.1 :oca"u#ary Range There is a difference bet$een the si>e of a student-s vocabulary and the range of the vocabulary. .ccording to &avies in his journal GFocabulary 4ange and Text 6overageH, he defines that vocabulary si>e refers to the total number of $ords kno$n $hereas the vocabulary range refers to someone-s vocabulary kno$ledge of a specific topic or theme %&avies, (""5). The extent of students- vocabulary kno$ledge relates strongly to their reading comprehension and overall academic success %7ehr, Aeibert E 3sborn, (""5). 2.4 /ord)&th Too# (.9 3xford ,ord+mith Tools is a soft$are that deals $ith $ords behavior %+cott, (""5). ,ord+mith 0." tool is being used all over the $orld by students, teachers or researchers $ho are interested in analy>ing language %+cott, (""5). @esides, this tool is used by 3xford *niversity 8ress for their o$n lexicographic $ork in preparing dictionaries, by language teachers and students, and by researchers investigating language patterns in lots of different languages in many countries $orld5$ide %+cott, (""5). 32 In this soft$are, there are three main tools $hich are ,ordlist tools, 6oncord tools and 9ey$ords tools. ,ordlist tools lets user to see a list of all the $ords or $ord5clusters in a text and being set out in alphabetical or fre=uency order %+cott, (""5). ,hereas 6oncord tools give user a chance to see any $ord or phrase in context so that user can see $hat sort of company it keeps %+cott, (""5). The other main tool in ,ord+mith is 9ey$ord tool. 9ey$ord tool allo$s user to find the key $ords in a text %+cott, (""5). The ,ordlist tool functions to identify common $ord cluster , tostudy the type of vocabulary used, to compare the fre=uency of $ords in different text files or across genres, to compare the fre=uency of cognate $ords or translation e=uivalents bet$een different languages, and to get a concordance of one or more of the $ords in the texts %.>i>, ("#"J +cott, #CC!, (""/J (""C). @esides that the 6oncord tool allo$s users to see many examples of a $ord or phrase in its context that can give a better idea about ho$ to use the $ord or phrase and identify $hich other $ords that belong $ith that particular $ord or phrase %.>i>, ("#"J +cott, #CC!, (""/J (""C). *sers can also use the concordance lines generated by this tool to produce vocabulary exercises %.>i>, ("#"J +cott, #CC!, (""/J (""C). .nother main tool is the 9ey$ords tool. 9ey$ords tool functions to compare t$o pre5existing $ord5lists, $hich have been created using the ,ord7ist tool %.>i>, ("#"J +cott, #CC!, (""/J (""C). The purpose of this comparison is to identify the $ords that characteri>e the text being studied %.>i>, ("#"J +cott, #CC!, (""/J (""C). 33 2.4 /r&ter?) /ork"ench Co0uter Progra The ,riter-s ,orkbench soft$are is a set of computer programs that help $ith t$o stages of document production $hich are evaluation and editing %Mac&onald, #C!#). This program analy>es prose documents and suggests improvements %Mac&onald, #C!#). There are several types of programsJ those that proofread, analy>e style and reformat the text in ne$ $ays and those that provide information about the :nglish language %Mac&onald, #C!#). The ,riterMs ,orkbench %,,@) $as originally developed by @ell 7aboratories and modified at 6+* by 9athleen 9iefer and 6harles +mith for use in first5year $riting courses %Dravey, #C!C). The programs in this system displays over 5" variables and has the ability to increase its array as necessary %Dravey, #C!C). 7ike most existing text editors, ho$ever, ,,@ provides only NsurfaceN information such as its pattern5matching programs recogni>e only graphic strings, associating them $ith syntactic or lexical analyses through various interpretive programs %Dravey, #C!C). 'o$adays, available computer text editors offer an ideal testing ground for the hypothesis that superficial textual features are useful in the assessment of $riting =uality. Text editors can recogni>e many such features readability levels, numbers and percentages of different parts of speech, grammatical structures, vocabulary, and forth %Dravey, #C!C). These text editors can also identify a $riterMs use of 34 verbose, sexist, and abstract language, among other expressions %Dravey, #C!C). +uch information provides grist for the $riterMs revisionary mill, and it also provides a mass of statistical data for research %Dravey, #C!C). The ,,@ analyses cannot understand essay content and it cannot judge overall value, but stylistic deficiencies or excesses often point to or correlate $ith problems in development, coherence, or clarity %<indlayE 4eid, n,d). .s this study focus on the analysis of the text, therefore ,riter-s ,orkbench is the suitable soft$are used in this study. 2.5 Undergraduate Student) There various type of undergraduate students for examples diploma holders, foundation or matriculation students, pre5diploma students and else. .ll of them have one common similarity $hich they have the same objectives to complete their studies in tertiary level and get a certificate, diploma or degree. 2.5.1 8u##t&e Undergraduate Student) <ulltime undergraduate students are students $ho apply for full time study or in5 campus study mode %$$$.uitm.edu.my). They $ill be inside the campus through out the semesters and they $ill attend classes in the $eekdays. Most of them are students $ho are diploma holder, +T8M students, matriculation students and also 35 foundation students. They further their study in tertiary level to get @achelor-s degree, same like e58;; students. 2.5.2 E2P66 undergraduate )tudent). &istance 7earning %e58;;) students are part5time students $ho attend seminars on $eekends and at the same time interact $ith their lecturers on5line. Most of these students are $orking and that-s the main reason $hy they apply for this study mode. They $ill come to campus during the $eekend to attend classes or tests. They do part time study as they $ant to further their study to get a @achelor-s degree. @ecause of these reasons, they apply for e58;; program of study. Cha0ter Suary .ll the facts, opinion and discussions from other researchers that described in this chapter $ere genuinely taken from books, online journal, and printed journal. The next chapter discusses about methodology and process to conduct this study. 36 CHAPTER THREE @ETHODO,OA< This chapter presents the research design of this study $hich is about the structural analysis of texts $ritten by full5time students and e58;; undergraduate students. @esides, this chapter also explicates about the computational tool used in this study. .part from that, this chapter also discuss about the selection of the samples and also the procedures on collecting data. The final part of this chapter describes on the types of data analysis performed in this study. $.1 Re)earch De)&gn @ethod 37 This study is conducted by using =uantitative design method. Ouantitative research design is a formal, objective, systematic process in $hich numerical data and explanation are used to obtain information about the $orld %@urns E Droove, (""5). This research method is used to describe variables, to examine relationships among variables and to determine cause and effect interactions bet$een variable %@urns E Droove, (""5). 4esearch is often described as either =uantitative or =ualitative. +tudies $hich involve the collection and analysis of numerical data are kno$n as =uantitative research %Aesketh E 7aidla$, (""C). Ouantitative research adopts the scientific method and focuses on controlling variables, gathering measurable evidence and coming to generalisable conclusions or providing ne$ explanations %Aesketh E 7aidla$, (""C). Ouantitative research designs are either descriptive subjects usually measured once or experimental subjects measured before and after a treatment %Aopkins, ("""). Ae also stated in his article GOualitative 4esearch &esignH a descriptive study establishes only associations bet$een variables %Aopkins, ("""). .s for this study, =uantitative design method is the best type of research designs since this study also adopts scientific method and focuses on controlling variables, gathering results that can measure the $riting skills of fulltime and e58;; undergraduate students. @esides, this study also provides thorough descriptions of the recorded results and coming into generalisable conclusions. 38 $.2 Re)earch In)truent In order to conduct this study, there are t$o computational instruments used. The first instrument is ,ord+mith Tool 0.". ,ord+mith Tool 0." is a computer-s soft$are that deals $ith the behavior of $ords in texts %+cott, (""5). <or this study, ,ord+mith Tool 0." is used to analysed the $ordlist %tokens and types) of /" $ritten texts of e58;; and fulltime undergraduate students. The other instrument that-s being used in this study is ,riters-,orkbench. This is also a computer soft$are $hich analyse grammar elements in the texts. <or this study, ,riter-s,orkbench is used to analyse the <4: score, .,7, .+7 and type of sentences that contain in all /" $ritten texts. $.2.1 /ordS&th Too# (.9 3xford ,ord+mith Tools is a computer soft$are that deals $ith $ords behavior %+cott, (""5). ,ord+mith 0." tool is being used all over the $orld by students, teachers or researchers $ho are interested in analy>ing language %+cott, (""5). @esides, this tool is used by 3xford *niversity 8ress for their o$n lexicographic $ork in preparing dictionaries, by language teachers and students, and by researchers investigating language patterns in lots of different languages in many countries $orld5$ide %+cott, (""5). 39 In this soft$are, there are three main tools $hich are ,ordlist tools, 6oncord tools and 9ey$ords tools. ,ordlist tools lets user to see a list of all the $ords or $ord5clusters in a text and being set out in alphabetical or fre=uency order %+cott, (""5). ,hereas 6oncord tools gives user a chance to see any $ord or phrase in context so that user can see $hat sort of company it keeps %+cott, (""5). The other main tool in ,ord+mith is 9ey$ord tool. 9ey$ord tool allo$s user to find the key $ords in a text %+cott, (""5). The ,ordlist tool functions to identify common $ord cluster , to study the type of vocabulary used= to compare the fre=uency of $ords in different text files or across genres, to compare the fre=uency of cognate $ords or translation e=uivalents bet$een different languages, and to get a concordance of one or more of the $ords in the texts %.>i>, ("#"J +cott, #CC!, (""/J (""C). @esides that the 6oncord tool allo$s users to see many examples of a $ord or phrase in its context that can give a better idea about ho$ to use the $ord or phrase and identify $hich other $ords that belong $ith that particular $ord or phrase %.>i>, ("#"J +cott, #CC!, (""/J (""C). *sers can also use the concordance lines generated by this tool to produce vocabulary exercises %.>i>, ("#"J +cott, #CC!, (""/J (""C). .nother main tool is the 9ey$ords tool. 9ey$ord tool functions to compare t$o pre5existing $ord5lists, $hich have been created using the ,ord7ist tool %.>i>, ("#"J +cott, #CC!, (""/J (""C). 3ne of $ord lists must be larger than the other 40 one and this $ord list is used as a reference list %.>i>, ("#"J +cott, #CC!, (""/J (""C). The other $ord list, $hich is smaller in si>e, is based on the text to be studied. The purpose of this comparison is to identify the $ords that characteri>e the text being studied %.>i>, ("#"J +cott, #CC!, (""/J (""C). $.2.2 /r&ter?) /ork"ench Too# The ,riter-s ,orkbench soft$are is a set of computer programs that help $ith t$o stages of document production $hich are evaluation and editing %Mac&onald, #C!#). This program analy>es prose documents and suggests improvements %Mac&onald, #C!#). There are several types of programsJ those that proofread, analy>e style and reformat the text in ne$ $ays and those that provide information about the :nglish language %Mac&onald, #C!#). The ,riterMs ,orkbench %,,@) $as originally developed by @ell 7aboratories and modified at 6+* by 9athleen 9iefer and 6harles +mith for use in first5year $riting courses %Dravey, #C!C). The programs in this system are summari>ed in .ppendix . and it displays over 5" variables and has the ability to increase its array as necessary %Dravey, #C!C). 7ike most existing text editors, ho$ever, ,,@ provides only NsurfaceN information such as its pattern5matching programs recogni>e only graphic strings, associating them $ith syntactic or lexical analyses through various interpretive programs %Dravey, #C!C). 'o$adays, available computer text editors offer an ideal testing ground for the hypothesis that superficial textual features are useful in the assessment of $riting =uality. Text editors can recogni>e many such features readability levels, 41 numbers and percentages of different parts of speech, grammatical structures, vocabulary, and forth %Dravey, #C!C). These text editors can also identify a $riterMs use of verbose, sexist, and abstract language, among other expressions %Dravey, #C!C). +uch information provides grist for the $riterMs revisionary mill, and it also provides a mass of statistical data for research %Dravey, #C!C). The ,,@ analyses cannot understand essay content and it cannot judge overall value, but stylistic deficiencies or excesses often point to or correlate $ith problems in development, coherence, or clarity %<indlayE 4eid, n,d). .s this study focus on the analysis of the text, therefore ,riter-s ,orkbench is the suitable soft$are used in this study. $.$ Data Co##ect&on .ll the data are extracted from the texts $ritten $hich are purposely selected from e58;; and full5time undergraduate student in *iTM $ho both ans$er the same asessments. +imple processes and analysis $ill be utili>ed to compare the readability scores, the types of sentences used $hen they ans$ered the test, and also to examine the vocabulary range of both undergraduate students. $.$.1 Se#ect&on o! Sa0#e) This study is conducted by using convenience sampling method. 6onvenience sampling is a non5probability sampling techni=ue $here subjects are selected because of their convenient accessibility and proximity to the researcher %Aenning, ("#"). .ll samples used in this study are conveniently selected because 42 they are the easiest samples to recruit for this study. The samples of texts are conveniently selected from students $ho are doing the same assessment. @oth e5 8;; and full5time students ans$ered the same assessments as one of their academic re=uirement. The assessment is a standardi>ed and vetted assessment $hich $as constructed by :nglish lecturer in *iTM. The sample si>e of the data collected for this research is very important. This is because of economic reasonsJ an under5si>ed study can be a $aste of resources for not having the capability to produce useful results, $hile an over5si>ed one uses more resources than are necessary %7enth, (""#). Therefore, after thorough justification, 3" texts $ritten by full5time undergraduate students and 3" texts $ritten by e58;; undergraduate students $ere taken to be analy>ed. In total, there are /" texts $ritten by undergraduate students $ho ans$ered 4eport ,riting test in +eptember ("## to be analy>ed and compared in terms of readability, sentence types and vocabulary range. $.$.1.2 Student) Se#ect&on In *iTM, there are t$o types of students $hich are undergraduate and postgraduate students. *ndergraduate students are students $ho are studying for bachelor-s degree and postgraduate students are students $ho are studying to get Master and doctorate. *ndergraduate has four types of modes of study $hich are fulltime mode, 879 mode, 8;; mode and e58;; mode. 43 .s for this study fulltime and e58;; undergraduate students are chose. <ulltime undergraduate students are student students $ho apply for full time study or in5 campus study mode. Through out the period of study to get a @achelor-s degree, they $ill be inside the campus to attend classes, academic meeting, tutorials and everything that are related to their programs. Most of them are students $ho are diploma holder, +T8M students, matriculation students and also foundation students. ,here as, e58;; undergraduate students are students $ho apply for distance or off5campus study mode. Most of these students make study as their part time ?job- because they are already $orking and at the same time they $ant to further their study to one level higher. @oth fulltime and undergraduate students took the same course and being assessed by the same assessment. Therefore, their text $ritten for the assessment is taken and analy>ed to check their difference on $riting skills. $.$.1.$ Se#ect&on o! Te1t /r&tten By E2P66 and 8u##t&e Undergraduate Student) :58;;s are students $ho applied for distance or off5campus mode of study. They are $orking and at the same time they are studying. They $ill come to class every $eekend. @ut they $ill learn the same subject $ith the students $ho are full5time or in5campus study mode to complete their @achelor-s degree. 44 <ull5time students are students $ho apply for in5campus study mode. They $ill be in campus throughout the semester in order to complete their @achelor-s degree. Most of them are from matriculation programs, +T8M, diploma holder, and foundation students. 3" texts $ritten by fulltime undergraduate students and 3" texts $ritten by e58;; undergraduate students are re5typed and analy>ed by using ,riter-s ,orkbench and ,ord+mith 0 computer programs. $.$.2 Procedure to Co##ect Data &ata are collected from the $ritten texts. .ll the selected $ritten texts are re5 typed and being analy>ed in terms of readability, types of sentences used and vocabulary range. The ans$er scripts are being analy>ed by using ,riters ,orkbench and ,ord+mith 0 computer program. . thorough descriptive analysis $ill be conducted to determine the readability of the texts by measuring the <lesch 4eading :ase, the percentage of sentences vocabulary range used by e58;; and fulltime students in their $riting and. This study is using corpus appeals in order to seek for reliability that is grounded in structural analysis of the texts $ritten by fulltime and e58;; undergraduate students. 6orpus linguistics is actually an approach to investigate language that is 45 characteri>ed by the use of large collections of texts %spoken, $ritten, or both) and computer5assisted analysis methods %<irth, (""3). /" $ritten texts are collected from e58;; and full5time undergraduate. The $ritten texts are typed by using Microsoft ,ords in order to do analysis using computer soft$ares $hich are ,riter,orkbench and ,ord+mith 0. The results collected from the analysis are recorded. Then the results are presented in form of tables and graphs $ith explanations.
46 30 texts written by fulltime undergraduate students and 30 texts written by e-P students !y"e all t#e 60 answer s$ri"ts in %i$r&s&ft '&rds and $&n(ert int& .d&$ and .txt d&$uments in &rder t& analy)e t#e answer s$ri"ts. *naly)e t#e texts using '&rdsmit# !&&l 4.0 *naly)e t#e texts using 'riter+s '&r,ben$# -e$&rd t#e results &f analysis and "resent t#em in f&rm &f tables and gra"#s. Figure ,.1: Process of collecting data for the stud $.( Data Ana#y)&) &ata from this study are analy>ed based on the structural analysis method. The structural analysis method is basically about studies or more =ualitative methods for gathering the information to inform the conclusions and recommendations of the study or report %$$$.caret.iste.org24ating+tudy.html.). .s for this study, the descriptive analysis method is the best method to analy>e all the results, data and information obtain from analysis that had been done. The results obtained are being presented in form of tables, graphs and charts as to see the comparison of results collected by e58;; and fulltime students. This study undergoes several processes to analy>e the text $ritten by fulltime and e58;; students. There are /" texts $ritten in total being collected from e58;; and fulltime undergraduate students $ho are assessed by using the same assessment. There are 3" texts from e58;; students and 3" texts from fulltime students. .fter that, all the texts are being analy>ed by using t$o computer5tools soft$are $hich are ,ord +mith 0." and ,riter-s ,orkbench. .ll the results are being 47 collected and recorded accordingly. +ome calculations had been done to find the average or percentage of the elements that being analy>ed. .ll the data and results are being presented and elaborated in detail in the next chapter, <indings. 6omparisons of the results are being done in the next chapter in order to see $hich group of students $rote more complex compared to each other. 6omparisons of the results are presented in forms of elaborations, tables and graphs. Cha0ter Suary This chapter is about the methods on ho$ to analy>e the texts $ritten by e58;; and fulltime undergraduate students. .ll the results are explicated in details in the next chapter. 4esults of the analysis are explained in details in form of tables, graphs and explanations. 48 CHAPTER 8OUR 8INDINAS This chapter explicates in details about the analysis that got from data collected. The analyses are presented in tables and graphs $ith detailed elaborations. @esides that, some samples are being included in this chapter to sho$ the truthfulness of the results from analysis that had been done. 49 (.1 The O'era## Reada"&#&ty Score) o! Te1t) /r&tten "y 8u##t&e and E2 P66 )tudent) .s stated in 6hapter one, the objective of this study is to analy>e and compare the readability scores of both fulltime and e58;; students in the texts $ritten by them. 4eadability is the ease in $hich text can be read and understood %&avison, ("#"). There is a tool to measure the readability of a passage or text. This formula $as introduced by 4udolph <lesch in #C0!. This formula $as named as <lesch 4eading :ase. <lesch 4eading :ase <ormula is considered as one of the oldest and most accurate readability formulas. %$$$.readabilityformulas.com, ("#(). +ince it is the best method as being discussed in $$$.readabilityformulas.com, it is very relevant to run an analysis to measure the readability of a text. @y using ,riter-s ,orkbench soft$are, total of /" texts $ritten by e58;; and full5 time undergraduate students are analy>ed. The figures of <4: scores are being recorded. In order to get the average scores of the e58;; and full5time students, the <4: scores are being totaled up and divided by the number of students $hich are 3" each. The data of <4: score are being recorded. 50 Type of students .verage <4: score Minimum <4: score Maximum <4: score <ulltime undergraduate students 5C.!0 3.C 0/.5 e58;; undergraduate students 5/.(5 /. 3(.3 <rom the results of the analysis, the average <4: score of fulltime students is 5C.!0. .ccording to <lesch %#C/") text that scored 5" up to 5C can be considered as fairly difficult text %<lesch, #C/"). The <4: score of text $ritten by e58;; students is 5/.(5 and the texts can be considered as a fairly difficult text. @ut then in terms of figure, the average <4: of fulltime students is higher than e58;; students determine that e58;; $rite more complex than fulltime students. @elo$ is the table of <4: scores for both e58;; and fulltime undergraduate students. .part from average <4: score, the minimum <4: score of text $ritten by e58;; students is a bit higher than fulltime students $hich is /. $hereas the minimum <4: score of fulltime students is 3.C. These t$o scores indicate fairly easy text. @ut then in terms of figure, the text $ritten by e58;; students is easier than the text $ritten by fulltime students as the figure is a bit higher. @elo$ are the excerpts of text $ritten by both fulltime and e58;; students that scored the most minimum <4: score $hich is 3.C. Te1t E10#anat&on 51 Table *.1: Average! "ini"u" and "a-i"u" FRE score The chart sho$s the percentage of $omen $ho had full5time jobs in the years #CC" and (""C. The percentage of $omen $ho $ork for personal satisfaction sho$s a decline of more than #5P from #CC" to (""C. There is an increasing percentage of $omen more than #5P $ho $ork for money from #CC" to (""C. The percentage of $omen $ork for personal development increased by (.(P from #CC" to (""C. The percentage of $omen $ho $ork for interact $ith others decrease from #CC" to (""C by 0.(P. It can be concluded that, the percentage of $omen $ho had full time jobs is decrease from #CC" to (""C. This text is scored 3.C $hich mean it is fairly easy to be understood. This text is the most minimum <4: score of all texts $ritten by fulltime students in the assessment. In order to see the differences of readability of text $ritten by both e58;; and full5 time students, here is the example of the text $ritten by e58;; students that scored /. and the text can be considered as fairly easy text. 6ompared to fulltime students, the <4: score is a bit higher and this means e58;; students can $rite a text easier than fulltime students. @elo$ is the excerpt of the text $ritten by one of e58;; students that scored the most minimum <4: score $hich is /.. Te1t E10#anat&on The chart sho$s the percentage of $omen $ho had full5 time jobs in the years #CC" and (""C. The findings are as follo$s. It is found that 3.!P of $omen $ho had full5 time jobs in #CC" seeked personal satisfaction, are compared to ((.3P in (""C. It is found that 35.P of $omen $ho had full5time jobs in (""C $orked for the money as compared to (".5P in #CC". ,here as in (""C, only .5P of $omen had full5time jobs in order to interact $ith had full5time jobs in order to interact $ith people as This text is scored /. $hich mean it is fairly easy to be understood. This text is the most minimum <4: score of all texts $ritten by e58;; students in the assessment. 52 E-cerpt *.1: Te-t written b a fullti"e undergraduate student compared to ##.5P in #CC". .lmost e=ually, $omen had full5time jobs for personal development, that is, ##.5P in #CC" and #3.P in (""C. .s for the maximum <4: score, texts $ritten by e58;; students are scored higher than texts $ritten by fulltime students. The <4: score of texts $ritten by e58;; students is 3(.3 $hereas texts $ritten by fulltime students only scored 0/.5. .ccording to the <4: score provided above, both texts $ritten by e58;; and fulltime students can be considered as difficult text because their <4: score is in the range of 3"50C $hich carry the status of difficult text. @ut then in terms of number, text $ritten by e58;; scored lesser than text $ritten by fulltime students $ith difference of #0.(. .s the <4: of this text is only 3(.3, this means that the text is =uite complex compared to other text because the <4: score is =uite lo$. @elo$ is the excerpt of the text $ritten by e58;; students that scored 3(.3. Te1t E10#anat&on 53 E-cerpt *.2: Te-t written b an e#P.. undergraduate student The chart belo$ sho$s the percentage of $omen $ho had full5time jobs in the #CC" and (""C. @ased on the chart given for the year of #CC"-s percentage of interact $ith others contributed at ##.5P, personal satisfaction at 3.!P, money at (".5P and personal development ##.5P. <urthermore for the year of (""C, percentage of interact $ith others decrease to .3P, $here variance about 0.(P from #CC", personal satisfaction decrease to ((.3P $here variance about #5.5P from #CC". <or money and personal developmet the chart sho$n a slightly changed on the report $here money increase about #5.(P compared to #CC" $here contributed about 35.P and personal devolopment also faced increasing in (""C at #3.P $here variance about (.(P compared on #CC". The conclusion is $e can see the changes of $omen $ho had full5time jobs from interact $ith others and personal satisfaction has been shanged to money and personal development. This things happened because of the culture and economical factor among $omen no$adays. This report adapted from Melaka update for economic planning unit Melaka ("#". This text is scored 3(.3 $hich mean it is difficult to be understood. This text scored the most maximum <4: score of all texts $ritten by e5 8;; students in @:7 0(( 4eport ,riting Test +et # +eptember ("##. Therefore, to see the differences of readability of text $ritten by both e58;; and full5time students, here is the example of the text $ritten by fulltime students $hich the <4: score is 0/.5. The <4: score is a bit higher compared to the text $ritten by e58;; student, but then it is still in the range of difficult a text to be 54 E-cerpt *.,: Te-t written b an e#P.. undergraduate student understood. @elo$ is the excerpt of the text $ritten by fulltime students that scored 0/.5 Te1t E10#anat&on The chart sho$s the percentage of $omen $ho had full5time jobs in the years #CC" and (""C. There $ere four reasons stated in this chart that contributed $hy $omen decided to have their full time jobs$hich $ere to interact $ith others, personal satisfactions, money and personal development. <rom the chart the highest percentage of $omen $ho had full5time jobs in #CC" $as because of their personal satisfaction $hile the lo$est percentage of $omen $ho had full time jobs $ere because of interact $ith others and personal development %both $ere ##.5P). In year (""C, money became the reasoned $hy $omen had full time jobs $hich $as (".5P. The lo$est percentage of $omen $ho had full time jobs in (""C $as because of $anted to interact $ith others %.3P). .s a conclusion, personal satisfaction and money had contirbuted $hy many of $omens decided to have full time jobs in years #CC" and (""C. This text is scored 0/.5 $hich mean it is difficult to be understood. This text scored the most maximum <4: score of all texts $ritten by fulltime students in @:7 0(( 4eport ,riting Test +et # +eptember ("##. 55 E-cerpt *.*: Te-t written b a fullti"e undergraduate student In order to see more clearer about the differences of <4: score of texts $ritten by both fulltime and e58;; students, here is the bar chart that summari>e the average <4: score, minimum <4: score and maximum <4: score by both se58;; and fulltime students. <rom the results, a conclusion can be made. The texts $ritten by full5time undergraduate students is simpler than e58;; undergraduate students as the average <4: score of full5time students- text is 5C.!0 $hich is slightly higher than e58;; students. 56 Figure *.1: Average! "ini"u" and "a-i"u" FRE score of fullti"e and e#P.. students. (.2 Ty0e) o! Sentence) U)ed "y 8u##t&e Student) D&!!er !ro E2P66 Student) In order to determine $hat type of sentences are mostly used by these t$o major types of undergraduates students in *iTM, all samples are being analy>ed by using a soft$are. The soft$are is ,riter-s ,orkbench, $hich functioned to investigate the most type of sentences being used in texts Aere are the results collected from the analysis that have been done. 4esults of the analysis are recorded. 4esults sho$ that the average sentence lengths %.+7) used by e58;; undergraduate students are longer than fulltime students. The average sentence length of fulltime students is #C.!C $ords, a bit lo$er than e58;; students. :58;; students- average sentence length is about (".( $ords. These t$o types of students have only ".3# $ords difference $hich is not even one $ord. Therefore both e58;; and fulltime students are in the same level to produce $ords in their $riting. .part from average sentence length, this study also focuses on the four types of sentences $hich are simple sentence, compound sentence, complex sentence and compound5complex sentence. .ccording to the results, fulltime students produce more simple sentences in their $riting compared to e58;; students $hich is about 5( sentences in total. ,hereas, e58;; students produce about 0C simple sentences in total. The difference bet$een these t$o types of students is about only 3 simple sentences. 57 @esides from simple sentences, compound sentence is also being extracted from the samples. .ccording to the results, both students %e58;; and fulltime students) produce only 0 compound sentences in total. There is no difference bet$een these t$o students. Then, the other component in :nglish sentences is complex sentences. @y referring to the above table, :58;; students produced more complex sentences compared to fulltime students. :58;; students produced about #5# complex sentences altogether $hich is slightly more than the number of complex sentences produced by fulltime students $hich is only #03 sentences. The difference of number of complex sentences that both students produced is about C sentences. <rom this result a simple conclusion can be made. :58;; students are able to $rite more complex compared to fulltime students because they can produce more complex sentences than fulltime students. The other type of :nglish sentences is compound sentences. .ccording to the table, e58;; students are able to produce more compound5complex sentences than the fulltime students. :58;; students produced (" compound5complex sentences altogether $hereas fulltime students $rote about (" compound5complex sentences. :ven though the difference is only ( sentences, but e58;; students manage to produce more compound5complex sentences than fulltime students. The table belo$ sho$s the analysis result of texts $ritten by fulltime and e58;; students. 58 In order to see more clearly on the differences on the number of type of sentences produced by fulltime and e58;; students, the results being illustrated in graph. +imple, 6omplex +entences, 6ompound +entences and 6ompound5complex sentences, here is the bar graph to simplify the differences of the types of sentences used by both e58;; and fulltime students. 59 Type of students .verage sentence length %$ords) 'umber of +imple sentences 'umber of 6ompound sentences 'umber of 6omplex sentences 'umber if 6ompound5 complex sentences <ull5time undergraduate students #C.!C 5( 0 #03 (" e58;; undergraduate students (".( 0C 0 #5# (( Table *.2: Average sentence length )AS/+! nu"ber of si"ple sentences! nu"ber of co"pound sentences! nu"ber of co"ple- sentences and nu"ber of co"pound sentences Number of Sentences in Texts Written by Fulltime and E-PJJUndergraduate Students 0 20 0 !0 "0 #00 #20 #0 #!0 S i m $ l e
% d % x
% d - % x
Ty$e of Sentences N u m b e r
o f
S e n t e n c e s Fulltime Students E-PJJStudents
(.$ The :oca"u#ary Range o! 8u##t&e Student) D&!!er !ro E2P66 Student) This study also aims to determine the range of vocabulary of fulltime and e58;; students. @esides that, this study also focuses on analy>ing the text $ritten by e5 8;; and fulltime undergraduate student at $ord level. There are three types of components are analy>ed to determine the vocabulary range of fulltime and e58;; students $hich are tokens, types, average $ord length and density level. 60 Figure *.2: 0u"ber of tpe of sentences in te-ts written b fullti"e and e#P.. undergraduate students. .ll texts are analy>ed by ,ord +mith Tool 0." to determine the vocabulary range. 4esults sho$ that about 0,505 of tokens $ere found in fulltime students- $ritten text. The number of $ord token is a bit lo$er compared to the number of $ord tokens in e58;; students- $ritten text. The number of tokens used by e58;; students in their text is 0,"5. .part from number of $ord token, the distinction $ord or type is also being analy>ed in this study. There are 3#" $ord types are found in the texts $ritten by fulltime students. ,hereas about 0"/ number of $ord types are found in the text $ritten by e58;; students. Therefore, e58;; students able to produce more distinction $ords or types compared to fulltime students. <rom the table, it can be seen that the number of average $ord length used in the texts $ritten by e58;; students is 0.3 characters. ,hereas the average sentence length in the texts $ritten by fulltime is a bit lo$er $hich is 0.3/ characters. .s for e58;; students, the range of characters in prose that they are able to produce is from 3.!( characters to 5."5 characters in a prose. Therefore, from the results, it sho$s that e58;; students can produce more difficult prose or $ord in their $riting. .ccording to the analysis that has been done, the density level of the text $ritten by e58;; students is a bit higher than the fulltime student $hich is about 30."(. ,hereas, the density level of text $ritten by fulltime students is only 3(./. This means that texts $ritten by e58;; students is more difficult compared to the texts $ritten by fulltime students as the density level of the text is higher. 61 .ll the results of the analysis to determine vocabulary range of e58;; and fulltime students are being recorded as in the table belo$. <rom results that have been analyses, a small conclusion can be made. The text $ritten by e58;; students are more difficult and complex compared to the text $ritten by fulltime students. This is because the tokens, types, average $ord length and density level of the text $ritten by e58;; students are higher than the text $ritten by fulltime undergraduate students. Cha0ter Suary This chapter has explicated in details all the results and findings from analysis that had been done. The results $ere presented in forms of tables, graphs and explanations. The next chapter discuss about the discussion of the findings and also conclusion of this study. CHAPTER 8I:E 62 Type of students 'o of tokens in texts 'o of types in texts .verage $ord length in texts Minimum .verage $ord length Maximum .verage $ord length Text &ensity 7evel <ull5time undergraduate students 0,505 $ords 3#" $ords 0.3 characters 3.!( characters 5."5 characters 3(./ e58;; undergraduate students 0,"5 $ords 0"/ $ords 0.3/ characters 3.!C characters 0.C0 characters 30."( Table *.,: To1ens! Tpes and Average &ord /ength used b e#P.. and fullti"e students DISCUSSIONS AND CONC,USIONS This chapter discusses thoroughly about three main issues $hich are discussions of the results, suggestions of future studies and also conclusion that can be dra$n from this study. In the beginning of this chapter, it summari>es all about this study. Then it also explicates in details about the results had been collected from the analysis that had been done. The suggestions and conclusions from this study are explained in details at the end of this chapter. +.1 Suary o! the Study This study is all about structural analysis on the text $ritten by fulltime and e58;; undergraduate students. This study aims to investigate $hether e58;; students- $riting skills is better than fulltime students as they have some advantages like motivation, $orking experience, self directed and else. In order to investigate the $riting skills of those t$o students, this study is conducted to compare the overall readability scores of text $ritten by fulltime and e58;; undergraduate students. @esides that, this study also focuses on the analysis of the types of sentences in the text $ritten by both fulltime and e58;; students. The ranges of the vocabulary used by fulltime and e58;; undergraduate students 63 are also being examined in this study. +imply said, this study is about readability, complexity of the sentences used and vocabulary ranges. In order to achieve the objectives, there are three research =uestions being constructed in this study $hich are about readability, complexity and difficulty of the sentences and also vocabulary ranges. This study is being conducted among the fulltime and e58;; undergraduate students in *iTM $ho took the same course as a re=uirement in their academic to get a bachelor-s degree. The samples of students are being randomly taken among undergraduate students in *iTM $ho took the same course. In order to conduct this study, a total of /" texts $ritten by fulltime and e58;; students $ho ans$ered the same assessment are taken. The assessment is vetted and standardi>ed for all undergraduate students $ho took the course. It $as set by :nglish lecturers in *iTM. This test is conducted in t$o hours in classrooms. Therefore, all the samples taken to conduct this study are all under control. The choice of undergraduate students and $ritten texts are all taken $ith thorough justification according to the reasons stated earlier. In order to analy>e all the samples and data collected, this study undergoes several processes. It starts from selection of samples, analy>ing data, collecting results and ends $ith dra$ing conclusions from the results of the analysis. There are t$o soft$ares being used in this study $hich are ,ord+mith 0 and ,riter-s ,orkbench. ,ord+mith 0 is being used to analy>e the types, token, density level of $ords and also average $ord length $hich are all elements to determine the 64 vocabulary ranges. ,riter-s ,orkbench is being used to analy>e the types of sentences in the texts and to examine the <4: score of the texts. These elements are being analysed to determine the readability and complexity of the sentences of the texts. This study benefits many people $ho are in the field of text analysis or structural analysis on $riting skills of tertiary students. This study $ill help those authors or researchers that $ant to analy>e on the age and learning matters. .ll in all, this study $ill help all people that $ant to do some research on the related topic to this study in future. +.2 D&)cu))&on) o! the Re)u#t) .ll the samples and data of this study are analy>ed using ,ord+mith 0 and ,riters-,rokbench. The results of the analysis are collected and being recorded in tables and graphs. Thorough explanations and discussions of readability scores, complexity of sentences used and vocabulary ranges of fulltime and e58;; undergraduate student are being discussed belo$ to determine $hether the $riting skills of e58;; %adult learners) is better than fulltime %youth learners) undergraduate students. 65 +.2.1 The O'era## Reada"&#&ty Score) o! Te1t) /r&tten "y 8u##t&e and E2 P66 Undergraduate Student). 4eadable means easy or interesting to read %<lesch, #C/"). 4eadability is the ease in $hich text can be read and understood %&avison, ("#"). .nother linguist define readability is the ease in $hich text can be read and understood %&avison, ("#"). @esides that, the readability of a piece of $riting is determined by more than just its literary =ualities %;oomla, ("#"). Deorge 9lare %#C/3) defines readability as the ease of understanding or comprehension due to the style of $riting %&u@ay, (""0). 3ne of the objectives of this study is to investigate the readability of texts $ritten by fulltime and e8;; students. 4eadability of texts can be measured by using readability tools that is developed by 4udolph <lesch years ago. The tool is called <lesch 4eading :ase. In this study, <lesch 4eading :ase formula has been used thoroughly to examine the readability of texts $ritten by both studentsJ e58;; and fulltime undergraduate students. <igure 5.# belo$ sho$s the <lesch 4eading :ase score and the style description of the texts. 66 The results sho$ that the average <4: scores for texts $ritten by full5time undergraduate students is a bit higher than texts $ritten by e58;; students $hich are 5C.!0 and 5/.(5 each. @y referring to the table above, texts $ritten by both students can be considered as fairly difficult. Ao$ever, the <4: score of the texts $ritten by e58;; students scored a bit lo$er than texts $ritten by fulltime students. <rom the difference of average <4: scores of texts $ritten by both students, this means that e58;; students can $rite more complex compared to the fulltime students. There are bundles of reasons and factors $hy e58;; students are able to $rite difficult and complex texts compared to fulltime students. .ccording to @remner, 67 Source: The Principles of Readabilit! www.i"pact# infor"ation.co"$i"pactinfo$readabilit%2.pdf b &illia" 'u(a )2%%*+ Table 2.1: Flesch Reading Ease Score table. students $ith $orking experience can $rite $ell as the $orkplace provides opportunity for situated learning, a social process in $hich kno$ledge is co5 constructed through interactions and experience %@remner, #C/"). .part from that, adult students or learners have access to a broader spectrum of conceptual kno$ledge in their $orking life, along $ith a broader spectrum of overall kno$ledge %&egener, ("##). More or less their experience and maturity $ill flo$s $hen they do their assessments or ans$ering =ui>>es or exams =uestions. Therefore, there is no doubt that e58;; $ho also can be considered as adult learners or students can produce fairly difficult texts. Ao$ever, youth learners perceived deficiencies in their skills and ability for self5 directed learning and critical thinking %6hoy E &elahaye, (""3). .s the results sho$s, youth learners or fulltime students also can produce a fairly difficult text. @ut, $ith the advantages that adult learners or e58;; students have such as $orking experiences, they can produce more difficult texts and this means that their $riting skills is better than fulltime undergraduate students. 8lus, together $ith youth learners- perception of having lo$ self5confidence in learning situations, this constrained their ability to undertake more self5directed learning and critical thinking %6hoy E &elahaye, (""3). This $ill effect their skills of $ritings and that-s $hy they cannot $rite more better than adult learners or e58;; students. 68 <rom the discussions and justifications of readability elements, it is found that e5 8;; students $ho are also being said as adult learners can produce more difficult $ritten texts compared to fulltime students %youth learners). Therefore, the $riting skill of e58;; students is better than fulltime students since. +.2.2 Ana#y)&) o! the Ty0e) o! Sentence) U)ed "y 8u##t&e and E2P66 Undergraduate Student) +entences are constructions $hich can be used on their5o$n units of meaning $hich seem to ?make sense- by themselves %6rystal, #CC5). In :nglish language, there are four major types of sentences $hich are simple sentences, complex sentences, compound sentences and compound complex sentences %6rystal, #CC5). In order to determine the difficulty and complexity of the texts $ritten by e58;; and fulltime students, these four major types of sentences and average sentence length in the texts are being analy>ed. @y referring to the results obtained, the average sentence length of fulltime students is #C.!C $ords per sentence, a bit lo$er than e58;; students. :58;; students- average sentence length is about (".( $ords per sentence. @y referring to the number of average sentence length $ritten by both students, $e can simplify that e58;; students $rite more $ords in a sentence. .ccording to 4udolph <lesch in his book GAo$ to ,rite, +peak and Think More :ffectivelyH, average sentence length $hich is more than # $ords in a sentence can be considered as a difficult sentence. The average sentence lengths of texts 69 $ritten by both students are more than # $ords per sentences and this can be considered as the sentence is difficult. This means that the texts $ritten by e58;; students are more difficult. .ccording to a journal titled G+M3D Drading L . 'e$ 4eadability <ormulaH by 7aughlin %#C/C), long sentences nearly al$ays have complex grammatical structure, $hich is a strain on the readerMs immediate memory because he has to retain several parts of each sentence before he can combine them into a meaningful $hole. %7aughlin, #C/C). Therefore, e58;; students are able to $rite a sentence $ith complex grammatical structure. This sho$s that their $riting skills are much better than fulltime students. .part from that, according to 4obert Dunning, plain :nglish recommends short sentences and he admits possibility of long sentences being balanced and readable and he notes that only high skilled $riters can $rite a marathon sentence $ith clarity %'irmaldasan, (""!). <rom the number or average sentence length that they $rite in their texts, e58;; students have the skill to $rite longer sentences compared to fulltime students. .part from average sentence length, four types of sentences are being analysed from the text $ritten by fulltime and e58;; students. Those four types of sentences are simple, compound, complex and compound5complex sentences. .ccording to the results collected, fulltime students produce more simple sentences in their $riting compared to e58;; students $hich is about 5( sentences in total. ,hereas, 70 e58;; students produce about 0C simple sentences in total. The difference bet$een these t$o types of students is about only 3 sentences only. +imple sentences can be very short, consisting of only one $ord %a noun) for the subject and one $ord %a verb) for the predicate %'icholson, (""/). Ae also stated that the noun is called the simple subject, and the verb is the simple predicate %'icholson, (""/). Therefore, simply said that fulltime students tend to $rite fe$er complexes compared to the e58;; students as they produce more simple sentences in their $riting. @esides that, the other component in :nglish sentences is complex sentences. 6omplex sentences are made up of an independent clause and one or more dependent clauses connected to it %4ambo, (""/). . dependent clause is similar to an independent clause, or complete sentence, but it lacks one of the elements that $ould make it a complete sentence %4ambo (""/). @y referring to the results collected, e58;; able to $rite more complex sentences compared to fulltime students. The reason is the number of complex sentences $rote by :58;; students is about #5# complex sentences altogether $hich is slightly more than the number of complex sentences produced by fulltime students $hich is only #03 sentences. The difference of number of complex sentences that both students produced is about C sentences. 71 .ccording to ,hite in her book, learners $ho undertake distance study at secondary or tertiary $ill have had ne$ experience of learning in other settings %,hite, (""3). .s e58;; students, they are also distance study mode learners. Most of them are $orking and they make study as their part time ?job-. They are supposedly exposed to various settings and experiments in their $ork and this can influence them to $rite more complex. <rom this result a simple conclusion can be dra$n. :58;; students $rite more complex than full5time students as they can produce more complex sentences. The other type of :nglish sentences is compound sentences. . compound sentence is a sentence that contains t$o complete ideas that is called clauses $hich are related %Meginson, (""/). 6ompound sentences are =uite rare used by non5native speakers %Meginson, (""/). .ccording to the results collected both e58;; and fulltime students produce only 0 compound sentences in total. There is no difference bet$een these t$o students. That is $hy both e58;; and fulltime students just produced only 0 compound sentences in their $riting. @ecause they do not familiar $ith the usage of compound sentences, they didn-t $rite much compound sentence in their $ritings. 6ompound5complex sentence is also one of the types of :nglish sentences. The compound5complex sentence combines elements of compound and complex sentences. It is the most sophisticated type of sentence that can be used %Meginson, (""/). In order to produce compound5complex sentences, 72 coordination and subordination may of course occur in the same sentence %6rystal, #CC5). <rom the results of the analysis that have been done, e58;; students are able to produce more compound5complex sentences than the fulltime students. :58;; students produced (" compound5complex sentences altogether $hereas fulltime students $rote about (" compound5complex sentences. :ven though the difference is only ( sentences, but e58;; students manage to produce more compound5complex sentences than fulltime students. <rom the results, it sho$s that to produce a compound5complex sentence is =uite for these t$o types students. .ccording to an article titled GThe 4ole of .ge In 7earning <oreign 7anguagesH $ritten by ;anna &egener %(""#), skills of $riting comes $ith experience and this is an advantage for older students as for adult learners %&egener, ("##). That is $hy e58;; students are able to $rite more complex compared to fulltime students. Their experiences in $orkplace such as $riting reports or preparing any formal $riting documents can help them to enhance their $riting skills. Thus their $riting skills are sho$ed in the assessments that they have done. 73 +.2.$ Range o! :oca"u#ary U)ed "y 8u##t&e and E2P66 undergraduate Student) Focabulary is one of the key elements impacting the ability to communicate but it is not the only element %&avies, (""5). There is a difference bet$een the si>e of a student-s vocabulary and the range of the vocabulary. .ccording to &avies in his journal GFocabulary 4ange and Text 6overageH, he defines that vocabulary si>e refers to the total number of $ords kno$n $hereas the vocabulary range refers to someone-s vocabulary kno$ledge of a specific topic or theme %&avies, (""5). @esides, vocabulary is one of the most easily identifiable elements suggesting text difficulty and because it is a very influential factor %Darner, (""3). . substantial body of research sho$s that texts containing a lot of difficult $ords are likely to be difficult texts %Darners, (""3). Ao$ever, this does not mean that texts can necessarily be simplified by replacing difficult $ords $ith easier ones %Darner, (""3). It appears that vocabulary is an excellent predictor of difficulty because vocabulary reflects difficultyJ a difficult or unfamiliar topic fre=uently needs to be conveyed using the difficult and unfamiliar vocabulary that is inherent to the topic %Darner, (""3J .nderson E <reebody, #C!#). This study also focuses on analy>ing the texts $ritten by e58;; and fulltime undergraduate student at $ord level. There are four types of components are analy>ed in this study $hich are tokens, types, average $ord length and density level. The difficulties of the text are measured by analy>ing tokens, types, average $ords length and density level that contain in the text. .s being sho$n in the 74 results, tokens, types, average $ord length and density level of the text $ritten by e58;; students are all higher than the text $ritten by fulltime undergraduate students. Token is the $ords that used in texts $hereas type is the distinct $ords used in texts. .s for the texts $ritten by e58;; and fulltime students, there are about 0,"5 and 0,505 $ords respectively. The number of type in texts $ritten by e58;; students are 0"/ $ords $hereas the number of type in texts $ritten by fulltime students are 3#". <rom this analysis, e58;; students are obviously produce a lot more distinct $ords %type) in their $ritten texts. This sho$s that e58;; use more vocabularies to $rite the texts in order to complete the assessments. . good $riter must have good vocabularies banks and in depth of $ord kno$ledge %6arlo, &ressler E +no$, (""5). These various aspects are related to the depth of $ord kno$ledge, $hich is as important as learning many $ords to $rite better %6arlo, &ressler E +no$, (""5). +ince e58;; students able to $rite more $ord types compared to fulltime students, their $riting skills is better than fulltime students. ,ith regard to the learning of vocabulary and reading comprehension, adolescents and even older adults still have a distinct long5term advantage %&egener, ("##). This is because they have more experiences compared to youth learners %fulltime students). They perhaps learn jargons from their $orkplace and apply $hen they do their assessments. @y this $ay, they have many vocabularies and jargons that fulltime students may not kno$ about that. 75 @esides that, fulltime students produce a lot more tokens in their texts. .ccording to a journal GInterpreting 7exiles in 3nline 6ontexts and $ith Informational TextsH, texts that have common $ords can mean that readers- opportunities for meaningful learning are limited %Dreen E &avison, #C!!). Therefore, to be compared $ith e58;; students, their $riting skill is not good enough. .part from token and types, this study also look at average $ord length. .ccording to the results obtained, both students are able to produce a $ord about 0 characters $ord. Intuitively, one $ould expect a text $ill become more difficult as prose material becomes more difficult and easier as prose material becomes less difficult %6arver, #C/). .s the average $ord length is become smaller, the text $ill become less difficult. .ccording to the results obtained, e58;; students can $rite a $ord consists of 3.!5 up to 5."5 characters per $ord. Ao$ever, fulltime students are able to produce a $ord from 3.!C up to 0.C0 characters per $ord. This means the range of vocabulary of e58;; students that can $rite longer $ords can be assumed to be better than fulltime students. .part from average sentence length, tokens and typer, density level of the texts are also being examined to determine the difficulty of texts $ritten by both students. 4esults sho$ that the density level of texts $ritten by e58;; students is higher than fulltime students $hich is 3(./ compared to density level of the texts $ritten by fulltime students $hich is 30."(. . text $ith lo$er density level can be considered as an easy text %.>i>, .bd 4ahman, .bd Dhani E .bu @akar, 76 ("##). This means that the text $ritten by e58;; students is more difficult compared to the texts $ritten by fulltime students. @ased on the results obtained from analysis that have been done, the vocabulary range of e58;; students can be assumed broader than fulltime student compared to fulltime students. This factor is lead by the environment or experience in their $orking routine. .ccording to &oughty and 7ong %(""3), $orking learners ac=uire certain aspects of a second language at a faster rate than younger learners in the beginning of the ac=uisition %&oughty E 7ong, (""3). This is because the jargons, experience that they have exposed may lead them to ac=uire a lot of vocabularies and influence them to produce a bit more complex and difficult texts compared to fulltime students. +.$ Sugge)t&on) !or 8uture Study This study is a bout a structural analysis of $ritten texts of fulltime and e58;; students. This study is conducted to determine $hether e58;; undergraduate students- $riting skills is better than fulltime undergraduate students. :58;; students %adult learners) are believed to $rite better than fulltime students %youth learners) because of the advantages that they have such as experiences and maturity in learning. This study is being conducted to prove the assumption $hether it is true or not. This study looks into three different elements $hich are readability, sentence difficulty and complexity and vocabulary range of e58;; and fulltime students by 77 analy>ing the $ritten texts. .s being mentioned in previous chapters, all the texts $ere taken from the same assessments of the same course that both students took. In order to study inLdepth in this field, the future researcher should explore in details on the other linguistics elements that need to be analysed or extracted from texts $ritten by undergraduate students. @y analy>ing deeper on linguistics elements, more accurate results and findings can be discussed. 8erhaps, ne$ findings can be found from the study. @esides that, future researcher can use more samples of data in order to get more accurate results. .s for this study, it only analy>es sixty $ritten text from e58;; and fulltime undergraduate students $ho took the same assessment for the same course. <or future research, a broader samples of text $ritten from various :nglish Test can be use to analy>e the difference of $riting style of e58;; and fulltime undergraduate students. Then, the results $ould be very accurate and can be used in general. .part from that, researcher also can use other computer programs or soft$are to analyse the linguistics elements in the $ritten texts in order to get more accurate results. 4esearcher also can use more advance or latest series of computer programs instead of use ,ord +mith 0." and ,riter-s ,orkbench. <or example, future researcher can use Drammarly soft$are to analyse grammar of texts, ,ordle soft$are to generate N$ord cloudsN from texts provided, .lceste, a soft$are for the automatic analysis of textual data %open =uestions, literature, articles) and others. .ll in all, these are all suggestions for future research. 78 Ao$ever, they can duplicate this study and do the research based on thir o$n preference and style. +.( Conc#u)&on Farious results have been obtained from analysis done to complete this study. 4esults have sho$n some differences in terms of readability, sentences complexity and difficulty plus the vocabularies range used in texts $ritten by e5 8;; and fulltime undergraduate students.. It is assumed that :58;; students %adult learners) are believed to $rite better than fulltime students %youth learners) because of the advantages that they have such as experiences and maturity in learning. .s being mentioned repeatedly, this study is being conducted to prove $hether the assumption made is true or not. In order to prove the assumptions, this study is being conducted based on these three main objectives $hich are readability, sentence difficulty and complexity and also vocabulary range of e58;; and fulltime students. .ll the results sho$n that e58;; students can $rite more complex compared to fulltime students. This can be explained by referring to the readability of texts $hich are measured by using <4: score. The average <4: score of e58;; students is lo$er than fulltime students. The lo$ <4: scores indicate texts $ritten by e58;; students are difficult to understand compared to the text $ritten by fulltime students. 79 .s being supported by many researchers, it is true that adult learners %e58;; students) can $rite more complex compared to the youth learners %fulltime students) because of the extra advantages that they have $hich are $orking experience, $orkplace jargons, maturity in learning and their o$n positive attitude to$ards learning as they are so committed to study because they have many responsibilities compared to fulltime students. Therefore, their skills and attitudes to$ards learning are sho$n in the results of this analysis. @esides that, the difficulty and complexity of the sentences in the texts $ritten by both undergraduate students are also being analysed. @ased on the results collected, e58;; students able to produce more difficult and complex sentences compared to fulltime students. The numbers of complex sentences, average sentences lengths are all higher than fulltime students. .ccording to ,hite in her book, learners $ho undertake distance study at secondary or tertiary $ill have had ne$ experience of learning in other settings %,hite, (""3). .s e58;; undergraduate students are students $ho study in distance and flexible mode, they have many experiences of learning in their $orkplace or other settings. That-s $hy their $riting skills are better than fulltime students. They have various of implicit learning $hich can help them to be more matured and kno$ledgeable compared to fulltime students $ho have no $orking experience and mostly rely on the tacit learning. .part from that, vocabularies range of both students also being examined by looking into four elements $hich are average $ord length, types, tokens and 80 density level of the $ord. .s predicted, e58;; students have $ider vocabulary range compared to fulltime students as they able to produce difficult text, high number of characters in one $ord and high number of tokens and types in their texts. .s a conclusion, based on the results and findings that have been found, the $riting skill of e58;; students is better than fulltime students. The assumption is correct and accepted. :58;; students are more exposed $ith experience and practical and implicit learning that can help and enhance their $riting skills, $here fulltime students have no advantage just like e58;; students have. The exposure has mirrored the difficulty and complexity of texts $ritten by both students :58;; students are also being driven by their self5achievement goals and situation $hich force them to do $ell in their exams. Their $ise and maturity are portrayed in their texts as more justifications being used to ans$er the =uestions. @esides that, the other commitment, responsibilities and time constraint are also one of the facts $hy they are so determine in their learning. :58;; students have a lot of responsibilities and they need to divide their time $isely bet$een the life as a students and also being a $orker. Therefore, in order to complete their study as soon as possible besides having a good grade they need to stay focus and study hard. These circumstances also lead them to do $ell in exams. 81 .s for this study, $riting skills of both students can be compared by looking at the results obtained from analysis of their $ritten texts. The vocabularies and sentences that they used to ans$er this =uestion portrayed ho$ prepared they are to ans$er the =uestions by producing more complex sentences and vocabularies $hich are different from fulltime students. .ll in all, e58;; students can $rite more complex compared to fulltime students because of many factors that can lead them to do so. The age factor does not mean a person have to be $iser or have a better degree of insight, but a person must have accumulation of certain =ualities that can be gained only through experience of living and learning. Therefore, adult learners $ith $orking experience have these advantages that make them a skillful $riter compared to youth learners. 82 Re!erence) .beyasekara, +. %(""). Ouantitative .nalysis .pproaches To Oualitative &ata1 ,hy, ,hen and Ao$. 4etrieved / May ("#( from $$.reading.ac.uk2...2*uant&tat&'eQana#y)&)QapproachesQtoQ=ualitative .>i>, .., 4ahman, ...., Dhani, A... 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The :andboo1 of Second /anguage Ac6uisition. .ustralia1@lack$ell 8ublishing. &u@ay, ,.A. %(""0). The Principles of Readabilit. 6alifornia1 Impact Information. &ressler, ,.F. %#C). 3urrent Trend in Te-tlingustics. 'e$ Iork1 ,alter de Drayter. <lesch, 4. %#C/"). Ao$ To &rite! Spea1 and Thin1 ;ore Effectivel. 7ondon1 Aarper .nd 4o$. 83 <ry, A., 9etteridge, +. E Marshall, +. %#CCC+. A :andboo1 for Teaching < /earning in :igher Education: 4ndertanding Student /earning. 7ondon1 9ogan 8age. Draves, M.<. E Draves, D.@. %(""3). +caffolding 4eading :xperiences1 &esigns <or +tudent +uccess. Assessing Te-t 'ifficult and Accessibilit. 4etrieved #3 ;un ("#( from $$$.onlinereadingresources.com2sre2+4:6haQC.pdf Darvey, ;.;. E 7indstrom, &.A. %#C!C+. 8ro-s 8rose Meets ,riter-s ,orkbench1 .nalysis of Typical Models for <irst5Iear 6ourses. 4etrieved #( ;un ("#( <rom $$$.eric.ed.gov2:4I6,eb8ortal2record&etailBaccnoR:;3C#!#! =orell! R.! /aird! 3. < 4rie! ;. )1>??+. ;odern English Rhetoric and :andboo1 %pp.((/). 'e$ ;ersey1 8rentice Aall. Aesketh, :... E 7aidla$, ;.M. %(""C). @uantitative Research. 4etrieved #( ;un ("#( from $$$.sportsci.org2jour2"""#2$ghdesign.html Aiebert, :. A. %(""C). Interpreting 7exiles in 3nline 6ontexts and $ith Informational Texts. 4etreived #3 ;un ("#( from $$$.apexlearning.com2...24esearchQInterpreting7exilesQ(""C5"(%#) Ailaire, +. %("""). 7evel &ensities. 4etreived #( ;un ("#( from users.ictp.it2SpubQoff2lectures2lns""52'umberQ#2AilaireQ(.pdf ;ohnson, 8. %(""(). Oualitative 4esearch Methods1 . &ata 6ollector-s <ield Duide. 4etrieved (5 <ebruary ("## from http122$$$.fhi.org2nr2rdonlyres2etlvogs>ehu5s0stp>b3ty=lpprojv0$a=3 elpbyei3tgmc0ty/dunbccf>xtaj(rvbaub>m>0f2overvie$#.pdf
7aughlin, D.A.M6. %#C/C). +M3D Drading1 . 'e$ 4eadability <ormula. 4etreived #0 ;un ("#( from english(.slss.ie2...2+M3DQ4eadabilityQ<ormulaQD.QAarryQMc7augh 7ee, &.I.,. %(""#). &efining 6ore Focabulary and Tracking Its &istribution .cross +poken and ,ritten Denres. Evidence of a =radience of Aariation fro" the (ritish 0ational 3orpus. 4etrieved (( .pril ("#( from #tt".//&nlinelibrary.wiley.$&m/d&i/10.1111/0.1467- 82.1947.tb00360.x/abstra$t 84 7e$is, ;. E 4itchie, ; %(""3+. @ualitative Research Practice: A =uide For Social Science Students And Researches. %pp.(5#!). Dreat @ritain1 +age Meginson, &. %(""/). The +ructure of a +entence. 4etrieved at #( .pril ("#(from http122$$$.$ritingcentre.uotta$a.ca2hypergrammar2sntstrct.html Meyer, 6.<. %(""C). 7ntroducing English /inguistics. %pp.###). *nited 9ingdom1 6ambridge 8ress *niversity. 'elson, ;., 8erfetti, 6., 7iben, &. E 7iben, M. %(""C). Measures of Text &ifficulty1 Testing Their 8redictive Falue for Drade 7evels and +tudents 8erformance.4etrieved #3 ;un ("#( from $$$.ccsso.org2...2MeasuresP("ofTextP("&ifficultyQfinal.("#(.pdf '.6.&.-s .dvertising .dult. %("#"). .cademic .dvising for +tudent 4etention .nd 8ersistence. 4etrieved #3 ;un ("#( from uscholars.uh.edu2.&FI+34+2.&FI+34+...2.t5isk5,ebinar.pdf 8opping, 4. %("""). 3o"puter#assisted Te-t Analsis. 7ondon1 +age. 4ambo, 4. %(""/). English 3o"position Sentence. Si"ple! 3o"pound! and 3o"ple-.4etrieved #( .pril ("#( from htt".//www2.i($$.edu/ramb&/eng1001/senten$es.#tm +cott, M. %(""5). 3xford ,ordsmith Tools Fersion 0.". 4etrieved #3 ;un ("#( from $$$.lexically.net2do$nloads2version02$ordsmith.pdf +elden, 4. %#C). &evelopment of a <re=uency5based Measure of +yntactic &ifficulty for :stimating 4eadability. 4etreived #3 ;un ("#( from $$$.eric.ed.gov2:4I6,eb8ortal2record&etailBaccnoR:�#C( +ilverman, &. %(""0+. @ualitative Research: Theor! ;ethod And Practices!2 %pp.#5C). Dreat @ritain1 +age. *iTM .cademic 4egulation. %("##). .cademic 4egulations1 &iploma and @achelor-s &egree %Aonours) 8rogrammes. 4etrieved #0 ;un ("#( from http122hea.uitm.edu.my2v#2images2stories2do$nloads2academicQregulation 2.cademicP("4egulationsP("&iplomaP("&egreeP("("##.pdf ,hite, 6. %(""3). /anguage /earning in distance Education. *nited 9ingdom1 6ambridge *niversity 8ress. 85 !1P23 0 1 2 3 4 5 6 t&,ens 4running w&rds5 in text 56309 211 184 169 102 206 241 t&,ens used f&r w&rd list 46705 179 172 151 96 172 203 ty"es 4distin$t w&rds5 406 54 58 51 50 45 68 ty"e/t&,en rati& 4!!-5 8.63 30.17 33.72 33.77 52.0 8 26.16 33.5 standardised !!- 7 7 7 7 7 7 7 standardised !!- std.de(. 7 7 7 7 7 7 7 standardised !!- basis 16000 16000 16000 16000 1600 0 16000 16000 mean w&rd lengt# 4in $#ara$ters5 4.37 4.36 4.91 4.61 5.05 3.94 4.05 w&rd lengt# std.de(. 2.53 2.75 2.8 2.57 2.72 2.28 2.32 senten$es 224 9 10 7 6 7 11 mean 4in w&rds5 21 19.89 17.2 21.57 16 24.57 18.45 std.de(. 7.79 4.91 5.29 4.58 2.61 8.66 5.34 "aragra"#s 92 3 3 3 1 2 4 mean 4in w&rds5 51.14 59.67 57.33 50.33 96 86 50.75 std.de(. 42.06 15.95 22.3 28.38 7 67.88 48.4 #eadings mean 4in w&rds5 7 7 7 7 7 7 7 std.de(. 7 7 7 7 7 7 7 se$ti&ns 30 1 1 1 1 1 1 mean 4in w&rds5 156.8 179 172 151 96 172 203 std.de(. 31.6 7 7 7 7 7 7 numbers rem&(ed 604 32 12 18 6 34 38 st&"list t&,ens rem&(ed st&"list ty"es rem&(ed 1-letter w&rds 232 17 5 7 12 12 2-letter w&rds 852 33 27 14 12 34 47 3-letter w&rds 945 33 40 42 22 39 27 4-letter w&rds 16068 34 27 34 21 41 58 5-letter w&rds 561 18 13 16 12 20 26 6-letter w&rds 230 10 15 8 5 6 5 7-letter w&rds 168 2 7 3 4 5 9 8-letter w&rds 278 15 19 15 6 6 9 9-letter w&rds 41 4 2 2 10-letter w&rds 158 5 12 6 7 4 2 11-letter w&rds 72 4 2 2 3 3 1 12-letter w&rds 91 4 5 4 2 2 5 13-letter w&rds 7 14-letter w&rds 1 15-letter w&rds 86 16-letter w&rds 1 !1P23 8 9 10 11 12 13 t&,ens 4running w&rds5 in text 141 223 181 132 144 226 t&,ens used f&r w&rd list 129 189 170 122 125 199 ty"es 4distin$t w&rds5 50 73 69 52 48 76 ty"e/t&,en rati& 4!!-5 38.76 38.62 40.59 42.62 38.4 38.19 standardised !!- 7 7 7 7 7 7 standardised !!- std.de(. 7 7 7 7 7 7 standardised !!- basis 16000 16000 16000 16000 16000 16000 mean w&rd lengt# 4in $#ara$ters5 4.74 4.65 4.41 4.43 3.82 4.22 w&rd lengt# std.de(. 2.87 2.78 2.28 2.54 2.14 2.54 3enten$es 7 7 9 6 6 7 mean 4in w&rds5 18.43 27 18.89 20.33 20.83 28.43 std.de(. 5.53 13.06 4.99 6.38 5.56 15.64 "aragra"#s 4 2 2 3 4 5 mean 4in w&rds5 32.25 94.5 85 40.67 31.25 39.8 std.de(. 14.24 55.86 62.23 7.23 10.24 20.68 #eadings mean 4in w&rds5 7 7 7 7 7 7 std.de(. 7 7 7 7 7 7 se$ti&ns 1 1 1 1 1 1 mean 4in w&rds5 129 189 170 122 125 199 std.de(. 7 7 7 7 7 7 numbers rem&(ed 12 34 11 10 19 27 st&"list t&,ens rem&(ed st&"list ty"es rem&(ed 87 1-letter w&rds 2 17 2 4 8 11 2-letter w&rds 28 31 24 22 25 42 3-letter w&rds 27 29 43 30 31 44 4-letter w&rds 24 30 45 23 32 39 5-letter w&rds 12 27 20 10 13 25 6-letter w&rds 4 10 11 13 4 4 7-letter w&rds 6 6 5 5 2 6 8-letter w&rds 11 23 10 5 3 10 9-letter w&rds 1 1 3 2 10-letter w&rds 7 7 4 4 1 12 11-letter w&rds 2 6 3 2 2 1 12-letter w&rds 4 3 3 3 1 3 13-letter w&rds 1 14-letter w&rds 15-letter w&rds 16-letter w&rds !1P23 15 16 17 18 19 20 t&,ens 4running w&rds5 in text 165 154 138 139 222 128 t&,ens used f&r w&rd list 141 142 118 125 189 116 ty"es 4distin$t w&rds5 55 51 52 47 66 49 ty"e/t&,en rati& 4!!-5 39.01 35.92 44.07 37.6 34.92 42.24 standardised !!- 7 7 7 7 7 7 standardised !!- std.de(. 7 7 7 7 7 7 standardised !!- basis 16000 16000 16000 16000 16000 16000 mean w&rd lengt# 4in $#ara$ters5 4.28 4.49 4.42 4.4 4.39 4.74 w&rd lengt# std.de(. 2.56 2.38 2.63 2.38 2.66 2.66 88 senten$es 7 7 6 6 11 7 mean 4in w&rds5 20.14 20.29 19.67 20.83 17.18 16.57 std.de(. 4.88 5.53 3.72 3.31 6.01 2.88 "aragra"#s 1 5 1 1 1 3 mean 4in w&rds5 141 28.4 118 125 189 38.67 std.de(. 7 12.18 7 7 7 34.93 #eadings mean 4in w&rds5 7 7 7 7 7 7 std.de(. 7 7 7 7 7 7 se$ti&ns 1 1 1 1 1 1 mean 4in w&rds5 141 142 118 125 189 116 std.de(. 7 7 7 7 7 7 numbers rem&(ed 24 12 20 14 33 12 st&"list t&,ens rem&(ed st&"list ty"es rem&(ed 1-letter w&rds 9 2 7 8 12 2 2-letter w&rds 30 28 22 10 38 17 3-letter w&rds 26 22 22 32 30 21 4-letter w&rds 27 36 27 35 40 35 5-letter w&rds 19 21 14 12 27 14 6-letter w&rds 3 9 2 6 10 4 7-letter w&rds 7 8 3 10 7 2 8-letter w&rds 11 6 9 3 8 7 9-letter w&rds 2 1 3 10-letter w&rds 4 6 8 5 8 5 11-letter w&rds 2 1 2 3 3 89 12-letter w&rds 3 3 2 2 3 2 13-letter w&rds 2 1 14-letter w&rds 15-letter w&rds 16-letter w&rds !1P23 22 23 24 25 26 27 t&,ens 4running w&rds5 in text 173 183 170 156 215 244 t&,ens used f&r w&rd list 161 162 164 130 193 237 ty"es 4distin$t w&rds5 68 53 77 40 70 124 ty"e/t&,en rati& 4!!-5 42.24 32.7 2 46.9 5 30.7 7 36.27 52.3 2 standardised !!- 7 7 7 7 7 7 standardised !!- std.de(. 7 7 7 7 7 7 standardised !!- basis 16000 1600 0 1600 0 1600 0 16000 1600 0 mean w&rd lengt# 4in $#ara$ters5 4.25 4.34 4.32 3.71 4.41 4.91 w&rd lengt# std.de(. 2.39 2.43 2.23 2.08 2.55 2.52 senten$es 7 7 10 6 7 11 mean 4in w&rds5 23 23.1 4 16.4 21.6 7 27.57 21.5 5 std.de(. 11.43 7.24 4.67 9.99 14.11 9.41 "aragra"#s 1 6 3 5 3 1 mean 4in w&rds5 161 27 54.6 7 26 64.33 237 std.de(. 7 8.88 35.9 2 5.39 63.8 7 #eadings mean 4in w&rds5 7 7 7 7 7 7 std.de(. 7 7 7 7 7 7 se$ti&ns 1 1 1 1 1 1 90 mean 4in w&rds5 161 162 164 130 193 237 std.de(. 7 7 7 7 7 7 numbers rem&(ed 12 21 6 26 22 7 st&"list t&,ens rem&(ed st&"list ty"es rem&(ed 1-letter w&rds 7 7 1 9 7 6 2-letter w&rds 30 26 33 36 35 32 3-letter w&rds 34 36 27 20 35 37 4-letter w&rds 36 39 49 34 51 46 5-letter w&rds 24 25 25 14 22 41 6-letter w&rds 2 3 7 4 11 21 7-letter w&rds 11 3 4 2 12 16 8-letter w&rds 7 8 7 8 7 17 9-letter w&rds 2 4 2 1 6 10-letter w&rds 2 7 5 1 4 6 11-letter w&rds 3 2 2 1 1 6 12-letter w&rds 3 2 2 1 3 2 13-letter w&rds 3 14-letter w&rds 1 15-letter w&rds 16-letter w&rds 1 !1P23 29 30 t&,ens 4running w&rds5 in text 166 177 t&,ens used f&r w&rd list 139 144 ty"es 4distin$t w&rds5 40 47 ty"e/t&,en rati& 4!!-5 28.78 32.64 91 standardised !!- 7 7 standardised !!- std.de(. 7 7 standardised !!- basis 16000 16000 mean w&rd lengt# 4in $#ara$ters5 3.83 4.43 w&rd lengt# std.de(. 2.23 2.99 senten$es 4 7 mean 4in w&rds5 34.75 20.57 std.de(. 13.72 2.82 "aragra"#s 3 6 mean 4in w&rds5 46.33 24 std.de(. 22.94 8.88 #eadings mean 4in w&rds5 7 7 std.de(. 7 7 se$ti&ns 1 1 mean 4in w&rds5 139 144 std.de(. 7 7 numbers rem&(ed 27 33 st&"list t&,ens rem&(ed st&"list ty"es rem&(ed 1-letter w&rds 10 13 2-letter w&rds 28 33 3-letter w&rds 34 26 4-letter w&rds 35 23 5-letter w&rds 12 7 6-letter w&rds 6 12 92 7-letter w&rds 2 7 8-letter w&rds 5 5 9-letter w&rds 2 10-letter w&rds 4 6 11-letter w&rds 1 5 12-letter w&rds 2 5 13-letter w&rds 14-letter w&rds 15-letter w&rds 16-letter w&rds A00end&1 BB /ord) S&th (.9 Re)u#t) o! Te1t) /r&tten "y 8u##t&e Undergraduate Student) 93 8&. &f 9ile 0 1 2 3 4 5 6 t&,ens 4running w&rds5 in text 56091 178 228 128 150 214 270 t&,ens used f&r w&rd list 46545 155 218 110 125 182 265 ty"es 4distin$t w&rds5 310 53 73 42 47 37 94 ty"e/t&,en rati& 4!!-5 6.82 34.19 33.4 9 38.1 8 37.6 20.3 3 35.4 7 standardised !!- 7 7 7 7 7 7 7 standardised !!- std.de(. 7 7 7 7 7 7 7 standardised !!- basis 16000 16000 1600 0 1600 0 16000 1600 0 1600 0 mean w&rd lengt# 4in $#ara$ters5 4.36 4.32 4.94 4.23 4.46 4.06 4.3 w&rd lengt# std.de(. 2.5 2.28 2.61 2.47 2.78 2.44 2.49 senten$es 218 9 11 6 4 8 14 mean 4in w&rds5 20.85 17.22 19.8 2 18.3 3 31.25 22.7 5 18.9 3 std.de(. 8.69 14.3 4.35 1.51 10.87 10.3 8 5.36 "aragra"#s 56 1 4 1 1 1 1 mean 4in w&rds5 81.16 155 54.5 110 125 182 265 std.de(. 60.72 7 19.0 9 7 7 7 7 #eadings mean 4in w&rds5 7 7 7 7 7 7 7 std.de(. 7 7 7 7 7 7 7 se$ti&ns 30 1 1 1 1 1 1 mean 4in w&rds5 151.5 155 218 110 125 182 265 94 std.de(. 35.69 7 7 7 7 7 7 numbers rem&(ed 546 23 10 18 25 32 5 st&"list t&,ens rem&(ed st&"list ty"es rem&(ed 1-letter w&rds 177 6 1 5 9 11 7 2-letter w&rds 829 30 29 22 22 47 42 3-letter w&rds 972 21 49 20 22 31 76 4-letter w&rds 16086 45 47 33 30 43 61 5-letter w&rds 504 17 24 12 14 13 28 6-letter w&rds 195 14 13 1 4 1 10 7-letter w&rds 156 6 14 1 3 17 9 8-letter w&rds 265 8 20 5 8 8 14 9-letter w&rds 26 1 2 2 10-letter w&rds 184 4 9 7 7 8 6 11-letter w&rds 68 2 5 1 2 1 4 12-letter w&rds 77 2 6 1 4 2 3 13-letter w&rds 3 8&. &f 9ile 7 8 9 10 11 12 13 t&,ens 4running w&rds5 in text 176 169 169 115 138 110 202 t&,ens used f&r w&rd list 162 156 144 108 118 106 169 ty"es 4distin$t w&rds5 45 55 48 39 45 45 53 ty"e/t&,en rati& 4!!-5 27.78 35.2 6 33.3 3 36.1 1 38.14 42.45 31.3 6 standardised !!- 7 7 7 7 7 7 7 standardised !!- std.de(. 7 7 7 7 7 7 7 standardised !!- basis 16000 1600 0 1600 0 1600 0 16000 16000 1600 0 mean w&rd lengt# 4in $#ara$ters5 4.46 4.62 4.09 4.59 4.28 4.87 4.01 w&rd lengt# std.de(. 2.55 2.5 2.55 2.37 2.7 2.54 2.57 senten$es 6 5 7 6 6 7 5 mean 4in w&rds5 27 31.2 20.5 7 18 19.67 15.14 33.8 std.de(. 6.32 14.0 2 5.06 7.82 5.65 3.39 10.2 3 "aragra"#s 1 3 1 1 3 1 2 mean 4in w&rds5 162 52 144 108 39.33 106 84.5 std.de(. 7 53.7 7 7 39.63 7 27.5 95 8 8 #eadings mean 4in w&rds5 7 7 7 7 7 7 7 std.de(. 7 7 7 7 7 7 7 se$ti&ns 1 1 1 1 1 1 1 mean 4in w&rds5 162 156 144 108 118 106 169 std.de(. 7 7 7 7 7 7 7 numbers rem&(ed 14 13 25 7 20 4 33 st&"list t&,ens rem&(ed st&"list ty"es rem&(ed 1-letter w&rds 6 5 10 8 12 2-letter w&rds 26 21 31 15 24 12 36 3-letter w&rds 41 29 33 25 21 26 43 4-letter w&rds 32 43 32 31 28 24 34 5-letter w&rds 18 20 11 11 14 16 17 6-letter w&rds 9 9 4 7 4 4 6 7-letter w&rds 7 7 1 4 3 6 1 8-letter w&rds 10 9 10 6 7 8 6 9-letter w&rds 1 1 1 10-letter w&rds 7 5 8 5 2 5 7 11-letter w&rds 2 4 1 1 1 2 2 12-letter w&rds 4 2 2 2 6 3 5 13-letter w&rds 1 8&. &f 9ile 14 15 16 17 18 19 20 t&,ens 4running w&rds5 in text 188 167 127 185 145 124 189 t&,ens used f&r w&rd list 165 141 119 169 123 113 166 ty"es 4distin$t w&rds5 54 41 54 64 43 38 62 ty"e/t&,en rati& 4!!-5 32.73 29.0 8 45.3 8 37.8 7 34.9 6 33.6 3 37.3 5 standardised !!- 7 7 7 7 7 7 7 standardised !!- std.de(. 7 7 7 7 7 7 7 standardised !!- basis 16000 1600 0 1600 0 1600 0 1600 0 1600 0 1600 0 mean w&rd lengt# 4in $#ara$ters5 4.35 4.31 4.77 4.55 3.99 4.45 4.09 w&rd lengt# std.de(. 2.55 2.38 2.65 2.34 2.32 2.28 2.46 senten$es 7 7 7 11 7 7 6 mean 4in w&rds5 23.57 20.1 4 17 15.3 6 17.5 7 16.1 4 27.6 7 std.de(. 8.77 7.08 6 5.94 4.89 2.34 10.5 6 96 "aragra"#s 2 1 5 4 1 3 2 mean 4in w&rds5 82.5 141 23.8 42.2 5 123 37.6 7 83 std.de(. 33.23 7 6.06 41.2 2 7 6.66 93.3 4 #eadings mean 4in w&rds5 7 7 7 7 7 7 7 std.de(. 7 7 7 7 7 7 7 se$ti&ns 1 1 1 1 1 1 1 mean 4in w&rds5 165 141 119 169 123 113 166 std.de(. 7 7 7 7 7 7 7 numbers rem&(ed 23 26 8 16 22 11 23 st&"list t&,ens rem&(ed st&"list ty"es rem&(ed 1-letter w&rds 9 7 2 3 8 1 12 2-letter w&rds 27 27 21 26 28 15 37 3-letter w&rds 42 20 23 31 21 22 28 4-letter w&rds 32 36 24 43 32 42 40 5-letter w&rds 18 24 13 28 12 13 19 6-letter w&rds 9 8 9 11 8 3 6 7-letter w&rds 3 1 6 5 2 2 2 8-letter w&rds 9 9 11 9 5 7 11 9-letter w&rds 5 1 1 1 1 10-letter w&rds 6 5 3 6 3 3 5 11-letter w&rds 2 2 5 5 1 2 3 12-letter w&rds 3 2 1 1 2 2 2 13-letter w&rds 1 8&. &f 9ile 21 22 23 24 25 26 27 t&,ens 4running w&rds5 in text 162 118 173 187 158 198 190 t&,ens used f&r w&rd list 137 108 146 160 150 178 178 ty"es 4distin$t w&rds5 51 51 49 55 41 57 71 ty"e/t&,en rati& 4!!-5 37.2 3 47.2 2 33.5 6 34.3 8 27.3 3 32.0 2 39.8 9 standardised !!- 7 7 7 7 7 7 7 standardised !!- std.de(. 7 7 7 7 7 7 7 standardised !!- basis 1600 0 1600 0 1600 0 1600 0 1600 0 1600 0 1600 0 mean w&rd lengt# 4in $#ara$ters5 4.51 4.77 3.9 4.28 4.62 4.4 4.53 97 w&rd lengt# std.de(. 2.8 2.75 2.32 2.49 2.43 2.34 2.63 senten$es 10 7 7 9 5 8 8 mean 4in w&rds5 13.7 15.4 3 20.8 6 17.7 8 30 22.2 5 22.2 5 std.de(. 2.67 5.06 5.93 5.26 10.3 8.08 4.56 "aragra"#s 6 1 1 1 1 1 1 mean 4in w&rds5 22.8 3 108 146 160 150 178 178 std.de(. 5.27 7 7 7 7 7 7 #eadings mean 4in w&rds5 7 7 7 7 7 7 7 std.de(. 7 7 7 7 7 7 7 se$ti&ns 1 1 1 1 1 1 1 mean 4in w&rds5 137 108 146 160 150 178 178 std.de(. 7 7 7 7 7 7 7 numbers rem&(ed 25 10 27 27 8 20 12 st&"list t&,ens rem&(ed st&"list ty"es rem&(ed 1-letter w&rds 7 3 9 10 6 7 2-letter w&rds 33 19 35 24 16 25 28 3-letter w&rds 19 22 29 42 46 42 48 4-letter w&rds 30 24 38 32 35 44 28 5-letter w&rds 11 9 15 17 18 23 25 6-letter w&rds 9 1 2 7 8 7 4 7-letter w&rds 5 7 3 8 4 9 10 8-letter w&rds 6 11 5 9 12 11 10 9-letter w&rds 2 3 1 1 10-letter w&rds 10 5 6 6 4 3 13 11-letter w&rds 2 1 2 2 4 6 2 12-letter w&rds 3 3 1 3 2 1 3 13-letter w&rds 1 8&. &f 9ile 28 29 30 t&,ens 4running w&rds5 in text 154 153 226 t&,ens used f&r w&rd list 134 139 201 ty"es 4distin$t w&rds5 33 35 49 ty"e/t&,en rati& 4!!-5 24.63 25.18 24.38 standardised !!- 7 7 7 standardised !!- std.de(. 7 7 7 standardised !!- basis 16000 16000 16000 mean w&rd lengt# 4in $#ara$ters5 3.89 4.64 3.89 w&rd lengt# std.de(. 2.38 2.47 2.19 98 senten$es 4 7 7 mean 4in w&rds5 33.5 19.86 28.71 std.de(. 10.6 6.52 11.13 "aragra"#s 1 1 3 mean 4in w&rds5 134 139 67 std.de(. 7 7 57.97 #eadings mean 4in w&rds5 7 7 7 std.de(. 7 7 7 se$ti&ns 1 1 1 mean 4in w&rds5 134 139 201 std.de(. 7 7 7 numbers rem&(ed 20 14 25 st&"list t&,ens rem&(ed st&"list ty"es rem&(ed 1-letter w&rds 5 2 6 2-letter w&rds 36 23 52 3-letter w&rds 31 25 44 4-letter w&rds 32 40 51 5-letter w&rds 13 11 20 6-letter w&rds 1 9 7 7-letter w&rds 2 6 2 8-letter w&rds 3 13 5 9-letter w&rds 2 10-letter w&rds 9 6 11 11-letter w&rds 1 12-letter w&rds 2 3 1 13-letter w&rds 99 A00end&1 CB /r&ter?) /ork"ench Re)u#t) o! Te1t) /r&tten "y E2 P66 Undergraduate Student) 100 Te1t 1 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 C .verage sentence length %$ords)1 #!.3 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 ((P %() 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 33P %3) 6ompound1 ##P %#) +imple or compound1 00P %0) 6omplex1 5/P %5) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1 5/P %5) :er") 8ercentage of the verbs that are Nto beN verbs1 0P %) 8ercentage of the verbs that are passives %non5infinitives)1 P %#) 8ercentage of nominali>ations %noun forms of verbs)1 #.!(P %3) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective ((P %() .rticle ##P %#) Total subject beginnings133P 8ercentage of sentences that begin $ith non5subjects1 8reposition ((P %() .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives 00P %0) 3ther "P %") Total non5subject beginnings1/P Other In!orat&on 'umber of $ords1 #/5 .verage $ord length1 0.!( 4eadability scores1 %9incaid) #".3 %.utomated) #".0 %6oleman57iau) #".C %<lesch) ##.3 %53.) 101 Te1t 2 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 #" .verage sentence length %$ords)1 #/.C 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 #"P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 0"P %0) 6ompound1("P %() +imple or compound1 /"P %/) 6omplex1 3"P %3) 6ompound56omplex1 #"P %#) 6omplex or 6ompound56omplex1 0"P %0) :er") 8ercentage of the verbs that are Nto beN verbs1 5/P %#") 8ercentage of the verbs that are passives %non5infinitives)10"P %/) 8ercentage of nominali>ations %noun forms of verbs)1 5.33P %C) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun #"P %#) 8ossessive "P %") .djective "P %") .rticle 3"P %3) Total subject beginnings1 0"P 8ercentage of sentences that begin $ith non5subjects1 8reposition 0"P %0) .dverb "P %") Ferb "P %") +ubordinate 6onjunction ("P %() 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 /"P Other In!orat&on 'umber of $ords1 #/C .verage $ord length1 5."( 4eadability scores1 %9incaid) ##.( %.utomated) #". %6oleman57iau) #(." %<lesch) #3.! %00.5) 102 Te1t $ 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 / .verage sentence length %$ords)1#5.! 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 "P %") 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 "P %") 6ompound1 "P %") +imple or compound1 "P %") 6omplex1 #""P %/) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1 #""P %/) :er") 8ercentage of the verbs that are Nto beN verbs1 00P %0) 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)10.(#P %0) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun #P %#) 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle 5"P %3) Total subject beginnings1 /P 8ercentage of sentences that begin $ith non5subjects1 8reposition #P %#) .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives #P %#) 3ther "P %") Total non5subject beginnings133P Other In!orat&on 'umber of $ords1 C5 .verage $ord length1 5.#( 4eadability scores1 9incaid) #".# %.utomated) #"./ %6oleman57iau) #(.0 %<lesch) ##.! %5".C) 103 Te1t ( 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 .verage sentence length %$ords)1(".0 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 "P %") 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 (CP %() 6ompound1 "P %") +imple or compound1 (CP %() 6omplex1 5P %0) 6ompound56omplex1 #0P %#) 6omplex or 6ompound56omplex1 #P %5) :er") 8ercentage of the verbs that are Nto beN verbs1 (5P %3) 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)10.("P %/) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun #0P %#) 8ossessive "P %") .djective "P %") .rticle (CP %() Total subject beginnings103P 8ercentage of sentences that begin $ith non5subjects1 8reposition 03P %3) .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction #0P %#) :xpletives "P %") 3ther "P %") Total non5subject beginnings15P Other In!orat&on 'umber of $ords1 #03 .verage $ord length1 0.C( 4eadability scores1%9incaid) ##.5 %.utomated) #(." %6oleman57iau) ##. %<lesch) #3.( %0!.C) 104 Te1t + 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 .verage sentence length %$ords)1((.3 8ercentage of sentences 5 or more $ords shorter than your average sentence length1#0P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1#0P %#) 8ercentage of sentence types1 +imple1 "P %") 6ompound1 "P %") +imple or compound1 "P %") 6omplex1 #P %5) 6ompound56omplex1 (CP %() 6omplex or 6ompound56omplex1 #""P %) :er") 8ercentage of the verbs that are Nto beN verbs1 0P %!) 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)1 (.5/P %0) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun (CP %() 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle (CP %() Total subject beginnings1 5P 8ercentage of sentences that begin $ith non5subjects1 8reposition (CP %() .dverb #0P %#) Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings103P Other In!orat&on 'umber of $ords1 #5/ .verage $ord length1 0.00 4eadability scores1%9incaid) C.C %.utomated) #"./ %6oleman57iau) C." %<lesch) !./ %/3.) 105 Te1t 3 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 ## .verage sentence length %$ords)1#.( 8ercentage of sentences 5 or more $ords shorter than your average sentence length1(P %3) 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 CP %#) 6ompound1 "P %") +imple or compound1 CP %#) 6omplex1 !(P %C) 6ompound56omplex1 CP %#) 6omplex or 6ompound56omplex1 C#P %#") :er") 8ercentage of the verbs that are Nto beN verbs1 35P %) 8ercentage of the verbs that are passives %non5infinitives)1 5P %#) 8ercentage of nominali>ations %noun forms of verbs)1 3.#P %/) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun CP %#) 8ronoun #!P %() 8ossessive "P %") .djective CP %#) .rticle CP %#) Total subject beginnings1 05P 8ercentage of sentences that begin $ith non5subjects1 8reposition 3/P %0) .dverb CP %#) Ferb "P %") +ubordinate 6onjunction CP %#) 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 55P Other In!orat&on 'umber of $ords1 #!C .verage $ord length1 0.03 4eadability scores1 (Kincaid) 8.0 (Automated) 8.0 (Coleman-Liau) 8.5 (Flesch) 8.2 (68.4) 106 Te1t 4 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 ! .verage sentence length %$ords)1#!.5 8ercentage of sentences 5 or more $ords shorter than your average sentence length1#3P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 3!P %3) 6ompound1 "P %") +imple or compound1 3!P %3) 6omplex1 3!P %3) 6ompound56omplex1 (5P %() 6omplex or 6ompound56omplex1 /3P %5) :er") 8ercentage of the verbs that are Nto beN verbs1 3#P %5) 8ercentage of the verbs that are passives %non5infinitives)1 P %#) 8ercentage of nominali>ations %noun forms of verbs)1 3.3!P %5) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective #3P %#) .rticle 3!P %3) Total subject beginnings1 5"P 8ercentage of sentences that begin $ith non5subjects1 8reposition 5"P %0) .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 5"P Other In!orat&on 'umber of $ords1 #0! .verage $ord length1 0.!( 4eadability scores1 %9incaid) C.! %.utomated) #".5 %6oleman57iau) ##." %<lesch) #".0 %5.!) 107 Te1t 5 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 .verage sentence length %$ords)1 #!." 8ercentage of sentences 5 or more $ords shorter than your average sentence length1#0P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 03P %3) 6ompound1 "P %") +imple or compound1 03P %3) 6omplex1 5P %0) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1 5P %0) :er") 8ercentage of the verbs that are Nto beN verbs1 /0P %C) 8ercentage of the verbs that are passives %non5infinitives)1 #5P %() 8ercentage of nominali>ations %noun forms of verbs)1 0./P %/) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun #0P %#) 8ossessive "P %") .djective "P %") .rticle #P %5) Total subject beginnings1 !/P 8ercentage of sentences that begin $ith non5subjects1 8reposition #0P %#) .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 #0P Other In!orat&on 'umber of $ords1 #(/ .verage $ord length1 0.! 4eadability scores1 %9incaid) #".5 %.utomated) #".5 %6oleman57iau) ##.( %<lesch) ##. %5#./) 108 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 .verage sentence length %$ords)1 (0.C 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 03P %3) 8ercentage of sentences #" or more $ords longer than your average sentence length1 #0P %#) 8ercentage of sentence types1 +imple1 (CP %() 6ompound1 "P %") +imple or compound1(CP %() 6omplex1 5P %0) 6ompound56omplex1 #0P %#) 6omplex or 6ompound56omplex1 #P %5) :er") 8ercentage of the verbs that are Nto beN verbs1#0P %() 8ercentage of the verbs that are passives %non5infinitives)1 !P %#) 8ercentage of nominali>ations %noun forms of verbs)15.5P %#") Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun #0P %#) 8ossessive "P %") .djective (CP %() .rticle (CP %() Total subject beginnings1 #P 8ercentage of sentences that begin $ith non5subjects1 8reposition #0P %#) .dverb "P %") Ferb "P %") +ubordinate 6onjunction #0P %#) 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 (CP Other In!orat&on 'umber of $ords1 #0 .verage $ord length1 5.#0 4eadability scores1 %9incaid) #0.C %.utomated) #5.( %6oleman57iau) #3.3 %<lesch) #5. %3(.3) 109 Te1t 19 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 C .verage sentence length %$ords)1 #!.3 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 "P %") 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 33P %3) 6ompound1 "P %") +imple or compound133P %3) 6omplex1 00P %0) 6ompound56omplex1 ((P %() 6omplex or 6ompound56omplex1 //P %/) :er") 8ercentage of the verbs that are Nto beN verbs1 3"P %) 8ercentage of the verbs that are passives %non5infinitives)1 5P %#) 8ercentage of nominali>ations %noun forms of verbs)10.(0P %) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun ##P %#) 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle ((P %() Total subject beginnings1 33P 8ercentage of sentences that begin $ith non5subjects1 8reposition /P %/) .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 /P Other In!orat&on 'umber of $ords1 #/5.verage $ord length1 0.5! 4eadability scores1%9incaid) !. %.utomated) C.3 %6oleman57iau) C./ %<lesch) !.5 %/5.3) 110 Te1t 11 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 / .verage sentence length %$ords)1 #C.( 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 "P %") 8ercentage of sentences #" or more $ords longer than your average sentence length1#P %#) 8ercentage of sentence types1 +imple1 #P %#) 6ompound1 "P %") +imple or compound1 #P %#) 6omplex1 !3P %5) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1 !3P %5) :er") 8ercentage of the verbs that are Nto beN verbs1 00P %0) 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)13.0!P %0) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle /P %0) Total subject beginnings1/P 8ercentage of sentences that begin $ith non5subjects1 8reposition 33P %() .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 33P Other In!orat&on 'umber of $ords1 ##5 .verage $ord length1 0./ 4eadability scores1 %9incaid) C.5 %.utomated) #"./ %6oleman57iau) #". %<lesch) !.C %/".!) 111 Te1t 12 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 / .verage sentence length %$ords)1#C." 8ercentage of sentences 5 or more $ords shorter than your average sentence length1#P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 #P %#) 6ompound1 "P %") +imple or compound1#P %#) 6omplex1 !3P %5) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1!3P %5) :er") 8ercentage of the verbs that are Nto beN verbs15/P %#") 8ercentage of the verbs that are passives %non5infinitives)1 5"P %!) 8ercentage of nominali>ations %noun forms of verbs)1".!!P %#) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun 33P %() 8ossessive "P %") .djective "P %") .rticle 33P %() Total subject beginnings1/P 8ercentage of sentences that begin $ith non5subjects1 8reposition #P %#) .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives #P %#) 3ther "P %") Total non5subject beginnings133P Other In!orat&on 'umber of $ords1 ##0 .verage $ord length1 0.(C 4eadability scores1 %9incaid) .C %.utomated) !.3 %6oleman57iau) .C %<lesch) .! %(.") 112 Te1t 1$ 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 .verage sentence length %$ords)1 (/. 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 5P %0) 8ercentage of sentences #" or more $ords longer than your average sentence length1#0P %#) 8ercentage of sentence types1 +imple1 03P %3) 6ompound1 "P %") +imple or compound1 03P %3) 6omplex1 03P %3) 6ompound56omplex1#0P %#) 6omplex or 6ompound56omplex1 5P %0) :er") 8ercentage of the verbs that are Nto beN verbs1/"P %C) 8ercentage of the verbs that are passives %non5infinitives)1 #3P %() 8ercentage of nominali>ations %noun forms of verbs)1(./P %5) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle #0P %#) Total subject beginnings1#0P 8ercentage of sentences that begin $ith non5subjects1 8reposition 5P %0) .dverb #0P %#) Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction #0P %#) :xpletives "P %") 3ther "P %") Total non5subject beginnings1 !/P Other In!orat&on 'umber of $ords1 #! .verage $ord length1 0.55 4eadability scores1 %9incaid) #3." %.utomated) #3.0 %6oleman57iau) C.C %<lesch) #3.# %0C.5) 113 Te1t 1( 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 ! .verage sentence length %$ords)1 #.5 8ercentage of sentences 5 or more $ords shorter than your average sentence length1#3P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 (5P %() 6ompound1 "P %") +imple or compound1 (5P %() 6omplex1 5P %/) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1 5P %/) :er") 8ercentage of the verbs that are Nto beN verbs1 0(P %5) 8ercentage of the verbs that are passives %non5infinitives)1 !P %#) 8ercentage of nominali>ations %noun forms of verbs)1 5.""P %) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun #3P %#) 8ronoun #3P %#) 8ossessive "P %") .djective #3P %#) .rticle (5P %() Total subject beginnings1 /3P 8ercentage of sentences that begin $ith non5subjects1 8reposition 3!P %3) .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 3!P Other In!orat&on 'umber of $ords1 #0" .verage $ord length1 0.# 4eadability scores1 %9incaid) !.0 %.utomated) C.5 %6oleman57iau) #".3 %<lesch) !.0 %//.#) 114 Te1t 1+ 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 .verage sentence length %$ords)1 #C." 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 #0P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 03P %3) 6ompound1 "P %") +imple or compound1 03P %3) 6omplex1 5P %0) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1 5P %0) :er") 8ercentage of the verbs that are Nto beN verbs1 (#P %3) 8ercentage of the verbs that are passives %non5infinitives)1 #!P %() 8ercentage of nominali>ations %noun forms of verbs)13."#P %0) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun (CP %() 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle #0P %#) Total subject beginnings1 03P 8ercentage of sentences that begin $ith non5subjects1 8reposition 03P %3) .dverb #0P %#) Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 5P Other In!orat&on 'umber of $ords1 #33 .verage $ord length1 0.5C 4eadability scores1 %9incaid) !.C %.utomated) C. %6oleman57iau) C. %<lesch) !.5 %/5.() 115 Te1t 13 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 .verage sentence length %$ords)1#C. 8ercentage of sentences 5 or more $ords shorter than your average sentence length1#0P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 #0P %#) 6ompound1 "P %") +imple or compound1 #0P %#) 6omplex1 !/P %/) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1 !/P %/) :er") 8ercentage of the verbs that are Nto beN verbs1 #CP %0) 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)1 (.C"P %0) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun #0P %#) 8ronoun "P %") 8ossessive "P %") .djective #0P %#) .rticle 03P %3) Total subject beginnings1#P 8ercentage of sentences that begin $ith non5subjects1 8reposition #0P %#) .dverb #0P %#) Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 (CP Other In!orat&on 'umber of $ords1 #3! .verage $ord length1 0./5 4eadability scores1 %9incaid) #".# %.utomated) #".3 %6oleman57iau) #".# %<lesch) #".5 %5.5) 116 Te1t 14 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 / .verage sentence length %$ords)1#!.5 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 "P %") 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 33P %() 6ompound1 "P %") +imple or compound1 33P %() 6omplex1 5"P %3) 6ompound56omplex1 #P %#) 6omplex or 6ompound56omplex1 /P %0) :er") 8ercentage of the verbs that are Nto beN verbs1 33P %0) 8ercentage of the verbs that are passives %non5infinitives)1 (P %3) 8ercentage of nominali>ations %noun forms of verbs)1#.!"P %() Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle 5"P %3) Total subject beginnings1 5"P 8ercentage of sentences that begin $ith non5subjects1 8reposition 5"P %3) .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 5"P Other In!orat&on 'umber of $ords1 ### .verage $ord length1 0. 4eadability scores1 %9incaid) #".5 %.utomated) #".3 %6oleman57iau) #". %<lesch) ##.5 %5(./) 117 Te1t 15 (.# 6haracteristics 5 +tyle +tatistics The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. +entences 'umber of sentences1 / .verage sentence length %$ords)1#C.! 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 "P %") 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 "P %") 6ompound1 "P %") +imple or compound1 "P %") 6omplex1 !3P %5) 6ompound56omplex1#P %#) 6omplex or 6ompound56omplex1 #""P %/) Ferbs 8ercentage of the verbs that are Nto beN verbs1 (3P %3) 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)10.("P %5) +entence @eginnings 8ercentage of sentences that begin $ith subjects1 'oun 33P %() 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle #P %#) Total subject beginnings15"P 8ercentage of sentences that begin $ith non5subjects1 8reposition 5"P %3) .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 5"P 3ther Information 118 'umber of $ords1 ##C .verage $ord length1 0./! 4eadability scores1 %9incaid) C.( %.utomated) #".5 %6oleman57iau) #".3 %<lesch) !./ %/0.() Te1t 17 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 ## .verage sentence length %$ords)1 #/." 8ercentage of sentences 5 or more $ords shorter than your average sentence length1#!P %() 8ercentage of sentences #" or more $ords longer than your average sentence length1 CP %#) 8ercentage of sentence types1 +imple1 05P %5) 6ompound1 "P %") +imple or compound105P %5) 6omplex1 55P %/) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1 55P %/) :er") 8ercentage of the verbs that are Nto beN verbs1 3!P %/) 8ercentage of the verbs that are passives %non5infinitives)1 /P %#) 8ercentage of nominali>ations %noun forms of verbs)1 (.(P %0) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun (P %3) 8ronoun #!P %() 8ossessive "P %") .djective #!P %() .rticle #!P %() Total subject beginnings1!(P 8ercentage of sentences that begin $ith non5subjects1 8reposition CP %#) .dverb CP %#) Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1#!P 119 Other In!orat&on 'umber of $ords1 #/ .verage $ord length1 0.C 4eadability scores1 %9incaid) !.! %.utomated) C.# %6oleman57iau) #".5 %<lesch) C." %/".() Te1t 29 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. +entences 'umber of sentences1 .verage sentence length %$ords)1 #/." 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 "P %") 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 "P %") 6ompound1 "P %") +imple or compound1 "P %") 6omplex1 !/P %/) 6ompound56omplex1 #0P %#) 6omplex or 6ompound56omplex1 #""P %) Ferbs 8ercentage of the verbs that are Nto beN verbs1 33P %0) 8ercentage of the verbs that are passives %non5infinitives)1 #P %() 8ercentage of nominali>ations %noun forms of verbs)1 3.5P %0) +entence @eginnings 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun #0P %#) 8ossessive "P %") .djective "P %") .rticle 03P %3) Total subject beginnings1 5P 8ercentage of sentences that begin $ith non5subjects1 8reposition (CP %() .dverb #0P %#) Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") 120 :xpletives "P %") 3ther "P %") Total non5subject beginnings1 03P 3ther Information 'umber of $ords1 ##( .verage $ord length1 0.C5 4eadability scores1 %9incaid) C.# %.utomated) C.C %6oleman57iau) ##.5 %<lesch) #".3 %5!.3) Te1t 21 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 / .verage sentence length %$ords)1 (#.3 8ercentage of sentences 5 or more $ords shorter than your average sentence length1#P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 #P %#) 8ercentage of sentence types1 +imple1 "P %") 6ompound1 "P %") +imple or compound1 "P %") 6omplex1 #""P %/) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1 #""P %/) :er") 8ercentage of the verbs that are Nto beN verbs1 #3P %() 8ercentage of the verbs that are passives %non5infinitives)1 !P %#) 8ercentage of nominali>ations %noun forms of verbs)1 (.30P %3) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun #P %#) 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle 33P %() Total subject beginnings1 5"P 8ercentage of sentences that begin $ith non5subjects1 121 8reposition 5"P %3) .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 5"P Other In!orat&on 'umber of $ords1 #(! .verage $ord length1 0.( 4eadability scores1%9incaid) !./ %.utomated) C.0 %6oleman57iau) !." %<lesch) .C %#.() Te1t 22 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 .verage sentence length %$ords)1(#. 8ercentage of sentences 5 or more $ords shorter than your average sentence length1(CP %() 8ercentage of sentences #" or more $ords longer than your average sentence length1#0P %#) 8ercentage of sentence types1 +imple1 #0P %#) 6ompound1 "P %") +imple or compound1 #0P %#) 6omplex1 !/P %/) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1 !/P %/) :er") 8ercentage of the verbs that are Nto beN verbs1 33P %/) 8ercentage of the verbs that are passives %non5infinitives)1 #3P %() 8ercentage of nominali>ations %noun forms of verbs)1 (./3P %0) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun #0P %#) 8ossessive "P %") .djective (CP %() .rticle #0P %#) Total subject beginnings1 5P 8ercentage of sentences that begin $ith non5subjects1 122 8reposition #0P %#) .dverb #0P %#) Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction #0P %#) :xpletives "P %") 3ther "P %") Total non5subject beginnings1 03P Other In!orat&on 'umber of $ords1 #5( .verage $ord length1 0.5 4eadability scores1%9incaid) ##.# %.utomated) #".C %6oleman57iau) C. %<lesch) ##.( %53.C) Te1t 2$ 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 .verage sentence length %$ords)1(#.0 8ercentage of sentences 5 or more $ords shorter than your average sentence length1#0P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 #0P %#) 6ompound1 "P %") +imple or compound1 #0P %#) 6omplex1 !/P %/) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1 !/P %/) :er") 8ercentage of the verbs that are Nto beN verbs1 03P %/) 8ercentage of the verbs that are passives %non5in finitives)1 (3P %3) 8ercentage of nominali>ations %noun forms of verbs)13.33P %5) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle 03P %3) Total subject beginnings103P 8ercentage of sentences that begin $ith non5subjects1 123 8reposition (CP %() .dverb "P %") Ferb "P %") +ubordinate 6onjunction (CP %() 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 5P Other In!orat&on 'umber of $ords1 #5" .verage $ord length1 0. 4eadability scores1 %9incaid) ##.# %.utomated) ##.! %6oleman57iau) #".C %<lesch) ##.3 %53.0) Te1t 2( 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 #" .verage sentence length %$ords)1 #5.C 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 #"P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 ("P %() 6ompound1 #"P %#) +imple or compound1 3"P %3) 6omplex1 5"P %5) 6ompound56omplex1 ("P %() 6omplex or 6ompound56omplex1 "P %) :er") 8ercentage of the verbs that are Nto beN verbs1 (3P %/) 8ercentage of the verbs that are passives %non5infinitives)1 5P %#) 8ercentage of nominali>ations %noun forms of verbs)1 3.P %/) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun #"P %#) 8ossessive "P %") .djective "P %") .rticle #"P %#) Total subject beginnings1 ("P 8ercentage of sentences that begin $ith non5subjects1 124 8reposition #"P %#) .dverb ("P %() Ferb "P %") +ubordinate 6onjunction ("P %() 6onjunction #"P %#) :xpletives ("P %() 3ther "P %") Total non5subject beginnings1!"P Other In!orat&on 'umber of $ords1 #5C .verage $ord length1 0.5# 4eadability scores1 9incaid) !.! %.utomated) .! %6oleman57iau) !.C %<lesch) C." %/".3) Te1t 2+ 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 / .verage sentence length %$ords)1#C.3 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 #P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 #P %#) 8ercentage of sentence types1 +imple1 #P %#) 6ompound1 "P %") +imple or compound1 #P %#) 6omplex1 !3P %5) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1 !3P %5) :er") 8ercentage of the verbs that are Nto beN verbs1 33P %5) 8ercentage of the verbs that are passives %non5infinitives)1 (3P %3) 8ercentage of nominali>ations %noun forms of verbs)1 #.(P %() Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle 33P %() Total subject beginnings1 33P 8ercentage of sentences that begin $ith non5subjects1 125 8reposition "P %") .dverb #P %#) Ferb "P %") +ubordinate 6onjunction #P %#) 6onjunction "P %") :xpletives 33P %() 3ther "P %") Total non5subject beginnings1/P Other In!orat&on 'umber of $ords1 ##/ .verage $ord length1 0.(! 4eadability scores1 %9incaid) .0 %.utomated) !.0 %6oleman57iau) .C %<lesch) .3 %/.) Te1t 23 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 .verage sentence length %$ords)1 (/." 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 03P %3) 8ercentage of sentences #" or more $ords longer than your average sentence length1 #0P %#) 8ercentage of sentence types1 +imple1 "P %") 6ompound1 "P %") +imple or compound1 "P %") 6omplex1 !/P %/) 6ompound56omplex1 #0P %#) 6omplex or 6ompound56omplex1 #""P %) :er") 8ercentage of the verbs that are Nto beN verbs1 (!P %) 8ercentage of the verbs that are passives %non5infinitives)1 /P %#) 8ercentage of nominali>ations %noun forms of verbs)1 #./5P %3) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun #0P %#) 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle (CP %() Total subject beginnings1 03P 8ercentage of sentences that begin $ith non5subjects1 126 8reposition 03P %3) .dverb #0P %#) Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 5P Other In!orat&on 'umber of $ords1 #!( .verage $ord length1 0.0 4eadability scores1%9incaid) #(.! %.utomated) #3.C %6oleman57iau) #".C %<lesch) #3.# %0C.() Te1t 24 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 ## .verage sentence length %$ords)1 (".! 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 (P %3) 8ercentage of sentences #" or more $ords longer than your average sentence length1 #!P %() 8ercentage of sentence types1 +imple1 "P %") 6ompound1 "P %") +imple or compound1 "P %") 6omplex1 C#P %#") 6ompound56omplex1 CP %#) 6omplex or 6ompound56omplex1 #""P %##) :er") 8ercentage of the verbs that are Nto beN verbs1 0"P %#() 8ercentage of the verbs that are passives %non5infinitives)1##P %3) 8ercentage of nominali>ations %noun forms of verbs)1 (.#!P %5) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun CP %#) 8ronoun (P %3) 8ossessive "P %") .djective (P %3) .rticle #!P %() Total subject beginnings1!(P 8ercentage of sentences that begin $ith non5subjects1 127 8reposition "P %") .dverb #!P %() Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 #!P Other In!orat&on 'umber of $ords1 ((C .verage $ord length1 5.#( 4eadability scores1%9incaid) #(.0 %.utomated) #3.# %6oleman57iau) #(.C %<lesch) #0." %03.() Te1t 25 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 ! .verage sentence length %$ords)1(#.! 8ercentage of sentences 5 or more $ords shorter than your average sentence length1#3P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 "P %") 6ompound1 "P %") +imple or compound1 "P %") 6omplex1 5P %/) 6ompound56omplex1 (5P %() 6omplex or 6ompound56omplex1 #""P %!) :er") 8ercentage of the verbs that are Nto beN verbs1 /#P %##) 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)1 0."(P %) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective #3P %#) .rticle 3!P %3) Total subject beginnings15"P 8ercentage of sentences that begin $ith non5subjects1 128 8reposition (5P %() .dverb #3P %#) Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction #3P %#) :xpletives "P %") 3ther "P %") Total non5subject beginnings1 5"P Other In!orat&on 'umber of $ords1 #0 .verage $ord length1 0.!C 4eadability scores1 %9incaid) #(.( %.utomated) #(.5 %6oleman57iau) ##./ %<lesch) #3.5 %0/./) Te1t 27 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 0 .verage sentence length %$ords)1 3#.3 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 (5P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 (5P %#) 8ercentage of sentence types1 +imple1 "P %") 6ompound1 "P %") +imple or compound1 "P %") 6omplex1 5P %3) 6ompound56omplex1 (5P %#) 6omplex or 6ompound56omplex1#""P %0) :er") 8ercentage of the verbs that are Nto beN verbs1 #3P %() 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)1 #./"P %() Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective (5P %#) .rticle (5P %#) Total subject beginnings15"P 8ercentage of sentences that begin $ith non5subjects1 129 8reposition (5P %#) .dverb (5P %#) Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 5"P Other In!orat&on 'umber of $ords1 #(5 .verage $ord length1 0.3C 4eadability scores1 %9incaid) #3.C %.utomated) #0.C %6oleman57iau) C.# %<lesch) ##.! %5#.() Te1t $9 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 .verage sentence length %$ords)1 #C." 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 "P %") 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 5P %0) 6ompound1 "P %") +imple or compound1 5P %0) 6omplex1 (CP %() 6ompound56omplex1 #0P %#) 6omplex or 6ompound56omplex1 03P %3) :er") 8ercentage of the verbs that are Nto beN verbs1 ((P %() 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)13."#P %0) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun #0P %#) 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle 5P %0) Total subject beginnings1 #P 8ercentage of sentences that begin $ith non5subjects1 130 8reposition (CP %() .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 (CP Other In!orat&on 'umber of $ords1 #33 .verage $ord length1 0.!! 4eadability scores1 %9incaid) #".# %.utomated) ##.# %6oleman57iau) ##.0 %<lesch) #".! %5/.() 131 A00end&1 DB /r&ter?) /ork"ench Re)u#t) o! Te1t) /r&tten "y E2 P66 Undergraduate Student) 132 Te1t 1 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 #" .verage sentence length %$ords)1#0. 8ercentage of sentences 5 or more $ords shorter than your average sentence length13"P %3) 8ercentage of sentences #" or more $ords longer than your average sentence length1#"P %#) 8ercentage of sentence types1 +imple1 0"P %0) 6ompound1#"P %#) +imple or compound15"P %5) 6omplex1 0"P %0) 6ompound56omplex1#"P %#) 6omplex or 6ompound56omplex15"P %5) :er") 8ercentage of the verbs that are Nto beN verbs 5CP %#") 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)1 (.(P %0) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective 0"P %0) .rticle 3"P %3) Total subject beginnings1"P 8ercentage of sentences that begin $ith non5subjects1 8reposition 3"P %3) .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings13"P Other In!orat&on 'umber of $ords1 #0.verage $ord length1 0./# 4eadability scores1 %9incaid) C." %.utomated) ./ %6oleman57iau) C.3 %<lesch) #". %5/.) 133 Te1t 2 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 ## .verage sentence length %$ords)1 #C. 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 CP %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 05P %5) 6ompound1 CP %#) +imple or compound1 50P %/) 6omplex1 3/P %0) 6ompound56omplex1 CP %#) 6omplex or 6ompound56omplex1 05P %5) :er") 8ercentage of the verbs that are Nto beN verbs1 ((P %5) 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)1 5.53P %#() Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun CP %#) 8ossessive "P %") .djective "P %") .rticle /0P %) Total subject beginnings1 3P 8ercentage of sentences that begin $ith non5subjects1 8reposition (P %3) .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 (P Other In!orat&on 'umber of $ords1 (#.verage $ord length1 0.C/ 4eadability scores1 %9incaid) #".C %.utomated) ##.! %6oleman57iau) ##.C %<lesch) ##./ %5#.C) 134 Te1t $ 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 / .verage sentence length %$ords)1 #.! 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 "P %") 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 "P %") 6ompound1 "P %") +imple or compound1 "P %") 6omplex1 !3P %5) 6ompound56omplex1 #P %#) 6omplex or 6ompound56omplex1 #""P %/) :er") 8ercentage of the verbs that are Nto beN verbs1 (3P %3) 8ercentage of the verbs that are passives %non5infinitives)1 !P %#) 8ercentage of nominali>ations %noun forms of verbs)1 #.!P %() Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun #P %#) 8ossessive "P %") .djective "P %") .rticle /P %0) Total subject beginnings1 !3P 8ercentage of sentences that begin $ith non5subjects1 8reposition "P %") .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives #P %#) 3ther "P %") Total non5subject beginnings1#P Other In!orat&on 'umber of $ords1 #" .verage $ord length1 0.0" 4eadability scores1 %9incaid) .0 %.utomated) !.( %6oleman57iau) !.0 %<lesch) ./ %3.C) 135 Te1t ( 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 5 .verage sentence length %$ords)1 (3.( 8ercentage of sentences 5 or more $ords shorter than your average sentence length1("P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1("P %#) 8ercentage of sentence types1 +imple1 "P %") 6ompound1 "P %") +imple or compound1 "P %") 6omplex1 !"P %0) 6ompound56omplex1 ("P %#) 6omplex or 6ompound56omplex1#""P %5) :er") 8ercentage of the verbs that are Nto beN verbs1 0P %) 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)1 0.3#P %5) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle ("P %#) Total subject beginnings1("P 8ercentage of sentences that begin $ith non5subjects1 8reposition /"P %3) .dverb ("P %#) Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1!"P Other In!orat&on 'umber of $ords1 ##/ .verage $ord length1 0.C" 4eadability scores1 %9incaid) #(.0 %.utomated) #3.( %6oleman57iau) ##. %<lesch) #3.3 %0.) 136 Te1t + 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 ! .verage sentence length %$ords)1(#.3 8ercentage of sentences 5 or more $ords shorter than your average sentence length1(5P %() 8ercentage of sentences #" or more $ords longer than your average sentence length1#3P %#) 8ercentage of sentence types1 +imple1 (5P %() 6ompound1 "P %") +imple or compound1(5P %() 6omplex1 5"P %0) 6ompound56omplex1 (5P %() 6omplex or 6ompound56omplex1 5P %/) :er") 8ercentage of the verbs that are Nto beN verbs1 3CP %) 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)1(.35P %0) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle /3P %5) Total subject beginnings1/3P 8ercentage of sentences that begin $ith non5subjects1 8reposition #3P %#) .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction (5P %() :xpletives "P %") 3ther "P %") Total non5subject beginnings1 3!P Other In!orat&on 'umber of $ords1 #" .verage $ord length1 0.0( 4eadability scores1 %9incaid) #".# %.utomated) #"." %6oleman57iau) !.! %<lesch) C." %/".3) 137 Te1t 3 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 #0 .verage sentence length %$ords)1#!.0 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 #0P %() 8ercentage of sentences #" or more $ords longer than your average sentence length1 P %#) 8ercentage of sentence types1 +imple1 (CP %0) 6ompound1 "P %") +imple or compound1 (CP %0) 6omplex1 #P %#") 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1#P %#") :er") 8ercentage of the verbs that are Nto beN verbs1 03P %#3) 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)1 (.#P %) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun P %#) 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle #0P %() Total subject beginnings1 (#P 8ercentage of sentences that begin $ith non5subjects1 8reposition 5"P %) .dverb P %#) Ferb "P %") +ubordinate 6onjunction P %#) 6onjunction "P %") :xpletives #0P %() 3ther "P %") Total non5subject beginnings1CP Other In!orat&on 'umber of $ords1 (5! .verage $ord length1 0.05 4eadability scores1 %9incaid) .! %.utomated) !. %6oleman57iau) !.! %<lesch) .! %#./) 138 Te1t 4 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 / .verage sentence length %$ords)1(/.( 8ercentage of sentences 5 or more $ords shorter than your average sentence length1#P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 "P %") 6ompound1 "P %") +imple or compound1 "P %") 6omplex1 /P %0) 6ompound56omplex1 33P %() 6omplex or 6ompound56omplex1#""P %/) :er") 8ercentage of the verbs that are Nto beN verbs1 5"P %) 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)10.0/P %) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle 33P %() Total subject beginnings1 33P 8ercentage of sentences that begin $ith non5subjects1 8reposition 5"P %3) .dverb #P %#) Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1/P Other In!orat&on 'umber of $ords1 #5 .verage $ord length1 0./3 4eadability scores1 %9incaid) #(.! %.utomated) #3.5 %6oleman57iau) #".3 %<lesch) #(." %5".() 139 Te1t 5 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 5 .verage sentence length %$ords)1 3".( 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 0"P %() 8ercentage of sentences #" or more $ords longer than your average sentence length1 0"P %() 8ercentage of sentence types1 +imple1 "P %") 6ompound1 "P %") +imple or compound1 "P %") 6omplex1 #""P %5) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1#""P %5) :er") 8ercentage of the verbs that are Nto beN verbs133P %) 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)13.CP %/) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle 0"P %() Total subject beginnings10"P 8ercentage of sentences that begin $ith non5subjects1 8reposition 0"P %() .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives ("P %#) 3ther "P %") Total non5subject beginnings1/"P Other In!orat&on 'umber of $ords1 #5# .verage $ord length1 0.!# 4eadability scores1 %9incaid) #0.3 %.utomated) #/.3 %6oleman57iau) ##./ %<lesch) #3.5 %0/.5) 140 Te1t 7 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 .verage sentence length %$ords)1 #C.0 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 "P %") 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 #0P %#) 6ompound1 "P %") +imple or compound1 #0P %#) 6omplex1 5P %0) 6ompound56omplex1 (CP %() 6omplex or 6ompound56omplex1 !/P %/) :er") 8ercentage of the verbs that are Nto beN verbs1 /"P %C) 8ercentage of the verbs that are passives %non5infinitives)1 P %#) 8ercentage of nominali>ations %noun forms of verbs)1#.0P %() Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun #0P %#) 8ronoun #0P %#) 8ossessive "P %") .djective "P %") .rticle 03P %3) Total subject beginnings1 #P 8ercentage of sentences that begin $ith non5subjects1 8reposition #0P %#) .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives #0P %#) 3ther "P %") Total non5subject beginnings1(CP Other In!orat&on 'umber of $ords1 #3/ .verage $ord length1 0.3C 4eadability scores1 %9incaid) !.( %.utomated) C." %6oleman57iau) !.5 %<lesch) .C %".C) 141 Te1t 19 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 / .verage sentence length %$ords)1 #!." 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 #P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 #P %#) 8ercentage of sentence types1 +imple1 33P %() 6ompound1 "P %") +imple or compound1 33P %() 6omplex1 /P %0) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1 /P %0) :er") 8ercentage of the verbs that are Nto beN verbs1 #"P %#) 8ercentage of the verbs that are passives %non5infinitives)1 #"P %#) 8ercentage of nominali>ations %noun forms of verbs)1 (.!P %3) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle #P %#) Total subject beginnings1 #P 8ercentage of sentences that begin $ith non5subjects1 8reposition !3P %5) .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 !3P Other In!orat&on 'umber of $ords1 #"! .verage $ord length1 0.5C 4eadability scores1 %9incaid) .! %.utomated) C.( %6oleman57iau) C./ %<lesch) .C %#.3) 142 Te1t 11 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 / .verage sentence length %$ords)1 #.! 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 "P %") 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 5"P %3) 6ompound1 "P %") +imple or compound1 5"P %3) 6omplex1 5"P %3) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1 5"P %3) :er") 8ercentage of the verbs that are Nto beN verbs1 #0P %#) 8ercentage of the verbs that are passives %non5infinitives)1 #0P %#) 8ercentage of nominali>ations %noun forms of verbs)1 0./P %5) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle #P %#) Total subject beginnings1 #P 8ercentage of sentences that begin $ith non5subjects1 8reposition 33P %() .dverb 33P %() Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives #P %#) 3ther "P %") Total non5subject beginnings1!3P Other In!orat&on 'umber of $ords1 #" .verage $ord length1 0.!0 4eadability scores1 %9incaid) #".( %.utomated) #".3 %6oleman57iau) ##." %<lesch) ##.3 %53.0) 143 Te1t 12 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 .verage sentence length %$ords)1 #0. 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 "P %") 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 #0P %#) 6ompound1 "P %") +imple or compound1 #0P %#) 6omplex1 !/P %/) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1 !/P %/) :er") 8ercentage of the verbs that are Nto beN verbs1 (P %3) 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)1 0.!5P %5) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective #0P %#) .rticle (CP %() Total subject beginnings1 03P 8ercentage of sentences that begin $ith non5subjects1 8reposition (CP %() .dverb "P %") Ferb "P %") +ubordinate 6onjunction #0P %#) 6onjunction "P %") :xpletives #0P %#) 3ther "P %") Total non5subject beginnings15P Other In!orat&on 'umber of $ords1 #"3 .verage $ord length1 5."0 4eadability scores1 %9incaid) C.# %.utomated) C. %6oleman57iau) ##.! %<lesch) #". %5/.3) 144 Te1t 1$ 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 5 .verage sentence length %$ords)13#." 8ercentage of sentences 5 or more $ords shorter than your average sentence length1("P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1("P %#) 8ercentage of sentence types1 +imple1 ("P %#) 6ompound1 "P %") +imple or compound1("P %#) 6omplex1 /"P %3) 6ompound56omplex1 ("P %#) 6omplex or 6ompound56omplex1!"P %0) :er") 8ercentage of the verbs that are Nto beN verbs1/(P %!) 8ercentage of the verbs that are passives %non5infinitives)1 !P %#) 8ercentage of nominali>ations %noun forms of verbs)1#.C0P %3) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle "P %") Total subject beginnings1 "P 8ercentage of sentences that begin $ith non5subjects1 8reposition !"P %0) .dverb "P %") Ferb "P %") +ubordinate 6onjunction ("P %#) 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings#""P Other In!orat&on 'umber of $ords1 #55 .verage $ord length1 0.0/ 4eadability scores1%9incaid) #(.C %.utomated) #5.# %6oleman57iau) C.5 %<lesch) #".0 %5.C) 145 Te1t 1( 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 .verage sentence length %$ords)1((.0 8ercentage of sentences 5 or more $ords shorter than your average sentence length1#0P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1#0P %#) 8ercentage of sentence types1 +imple1 #0P %#) 6ompound1 "P %") +imple or compound1#0P %#) 6omplex1 !/P %/) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1!/P %/) :er") 8ercentage of the verbs that are Nto beN verbs13#P %5) 8ercentage of the verbs that are passives %non5infinitives)1#3P %() 8ercentage of nominali>ations %noun forms of verbs)13.#!P %5) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun #0P %#) 8ossessive "P %") .djective "P %") .rticle #0P %#) Total subject beginnings1 (CP 8ercentage of sentences that begin $ith non5subjects1 8reposition 5P %0) .dverb "P %") Ferb "P %") +ubordinate 6onjunction #0P %#) 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1#P Other In!orat&on 'umber of $ords1 #5 .verage $ord length1 0./( 4eadability scores1%9incaid) #".! %.utomated) ##.5 %6oleman57iau) #".# %<lesch) #".5 %5./) 146 Te1t 1+ 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 .verage sentence length %$ords)1#C." 8ercentage of sentences 5 or more $ords shorter than your average sentence length1#0P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 "P %") 6ompound1 "P %") +imple or compound1 "P %") 6omplex1 #""P %) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1#""P %) :er") 8ercentage of the verbs that are Nto beN verbs15!P %) 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)13."#P %0) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective #0P %#) .rticle 03P %3) Total subject beginnings15P 8ercentage of sentences that begin $ith non5subjects1 8reposition #0P %#) .dverb "P %") Ferb "P %") +ubordinate 6onjunction (CP %() 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings103P Other In!orat&on 'umber of $ords1 #33 .verage $ord length1 0./0 4eadability scores1 %9incaid) #".# %.utomated) C.C %6oleman57iau) C.C %<lesch) #". %5/.) 147 Te1t 13 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 .verage sentence length %$ords)1#/. 8ercentage of sentences 5 or more $ords shorter than your average sentence length1#0P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 (CP %() 6ompound1 "P %") +imple or compound1(CP %() 6omplex1 #P %5) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1#P %5) :er") 8ercentage of the verbs that are Nto beN verbs1 /0P %) 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)1./CP %C) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun #0P %#) 8ossessive "P %") .djective "P %") .rticle (CP %() Total subject beginnings1 03P 8ercentage of sentences that begin $ith non5subjects1 8reposition (CP %() .dverb "P %") Ferb "P %") +ubordinate 6onjunction #0P %#) 6onjunction "P %") :xpletives #0P %#) 3ther "P %") Total non5subject beginnings15P Other In!orat&on 'umber of $ords1 ## .verage $ord length1 0.! 4eadability scores1 %9incaid) #".! %.utomated) C.C %6oleman57iau) ##.# %<lesch) #3.3 %0.) 148 Te1t 14 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 ## .verage sentence length %$ords)1#0.C 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 CP %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 (P %3) 6ompound1 "P %") +imple or compound1(P %3) 6omplex1 3P %!) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex13P %!) :er") 8ercentage of the verbs that are Nto beN verbs1/P %#) 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)13."5P %5) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun CP %#) 8ronoun "P %") 8ossessive CP %#) .djective #!P %() .rticle #!P %() Total subject beginnings155P 8ercentage of sentences that begin $ith non5subjects1 8reposition (P %3) .dverb "P %") Ferb "P %") +ubordinate 6onjunction CP %#) 6onjunction CP %#) :xpletives "P %") 3ther "P %") Total non5subject beginnings105P Other In!orat&on 'umber of $ords1 #/0 .verage $ord length1 0.( 4eadability scores1 %9incaid) C.0 %.utomated) !.3 %6oleman57iau) #"." %<lesch) ##.( %50.#) 149 Te1t 15 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 .verage sentence length %$ords)1#/./ 8ercentage of sentences 5 or more $ords shorter than your average sentence length1(CP %() 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 #P %5) 6ompound1 "P %") +imple or compound1#P %5) 6omplex1 (CP %() 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1(CP %() :er") 8ercentage of the verbs that are Nto beN verbs10(P %5) 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)1(.5CP %3) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective #0P %#) .rticle 5P %0) Total subject beginnings1#P 8ercentage of sentences that begin $ith non5subjects1 8reposition (CP %() .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1(CP Other In!orat&on 'umber of $ords1 ##/ .verage $ord length1 0.(C 4eadability scores1 %9incaid) .( %.utomated) .# %6oleman57iau) . %<lesch) . %3.") 150 Te1t 17 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 .verage sentence length %$ords)1#5./ 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 "P %") 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 #0P %#) 6ompound1 "P %") +imple or compound1#0P %#) 6omplex1 !/P %/) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1!/P %/) :er") 8ercentage of the verbs that are Nto beN verbs13"P %3) 8ercentage of the verbs that are passives %non5infinitives)1#"P %#) 8ercentage of nominali>ations %noun forms of verbs)13./P %0) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun #0P %#) 8ronoun (CP %() 8ossessive "P %") .djective "P %") .rticle (CP %() Total subject beginnings1#P 8ercentage of sentences that begin $ith non5subjects1 8reposition "P %") .dverb "P %") Ferb "P %") +ubordinate 6onjunction (CP %() 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1(CP Other In!orat&on 'umber of $ords1 #"C .verage $ord length1 0./5 4eadability scores1 %9incaid) ." %.utomated) !.3 %6oleman57iau) C. %<lesch) . %(.) 151 Te1t 29 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 / .verage sentence length %$ords)1(5.! 8ercentage of sentences 5 or more $ords shorter than your average sentence length133P %() 8ercentage of sentences #" or more $ords longer than your average sentence length1#P %#) 8ercentage of sentence types1 +imple1 "P %") 6ompound1 "P %") +imple or compound1 "P %") 6omplex1 !3P %5) 6ompound56omplex1 #P %#) 6omplex or 6ompound56omplex1#""P %/) :er") 8ercentage of the verbs that are Nto beN verbs100P %) 8ercentage of the verbs that are passives %non5infinitives)1 P %#) 8ercentage of nominali>ations %noun forms of verbs)13.(3P %5) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun #P %#) 8ossessive "P %") .djective "P %") .rticle #P %#) Total subject beginnings133P 8ercentage of sentences that begin $ith non5subjects1 8reposition /P %0) .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1/P Other In!orat&on 'umber of $ords1 #55 .verage $ord length1 0.05 4eadability scores1 %9incaid) ##.0 %.utomated) #(.5 %6oleman57iau) C.3 %<lesch) #".# %5C./) 152 Te1t 21 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 #" .verage sentence length %$ords)1#(.C 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 "P %") 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 5"P %5) 6ompound1 "P %") +imple or compound1 5"P %5) 6omplex1 0"P %0) 6ompound56omplex1#"P %#) 6omplex or 6ompound56omplex1 5"P %5) :er") 8ercentage of the verbs that are Nto beN verbs1 3/P %0) 8ercentage of the verbs that are passives %non5infinitives)1 #"P %#) 8ercentage of nominali>ations %noun forms of verbs)1 3.#"P %0) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective #"P %#) .rticle ("P %() Total subject beginnings1 3"P 8ercentage of sentences that begin $ith non5subjects1 8reposition #"P %#) .dverb /"P %/) Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 "P Other In!orat&on 'umber of $ords1 #(C .verage $ord length1 0.!5 4eadability scores1 %9incaid) !.# %.utomated) .C %6oleman57iau) #".5 %<lesch) C." %/".") 153 Te1t 22 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 .verage sentence length %$ords)1#5.3 8ercentage of sentences 5 or more $ords shorter than your average sentence length1#0P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 03P %3) 6ompound1 "P %") +imple or compound103P %3) 6omplex1 5P %0) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex15P %0) :er") 8ercentage of the verbs that are Nto beN verbs1(#P %3) 8ercentage of the verbs that are passives %non5infinitives)1 CP %#) 8ercentage of nominali>ations %noun forms of verbs)13.0P %0) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun #0P %#) 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle #0P %#) Total subject beginnings1 (CP 8ercentage of sentences that begin $ith non5subjects1 8reposition 5P %0) .dverb "P %") Ferb "P %") +ubordinate 6onjunction #0P %#) 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 #P Other In!orat&on 'umber of $ords1 #" .verage $ord length1 0.!3 4eadability scores1 %9incaid) !.C %.utomated) C." %6oleman57iau) #". %<lesch) #".3 %5!.0) 154 Te1t 2$ 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 .verage sentence length %$ords)1 #C." 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 #0P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 #0P %#) 6ompound1#0P %#) +imple or compound1 (!P %() 6omplex1 03P %3) 6ompound56omplex1 (CP %() 6omplex or 6ompound56omplex1 (P %5) :er") 8ercentage of the verbs that are Nto beN verbs10P %) 8ercentage of the verbs that are passives %non5infinitives) "P %") 8ercentage of nominali>ations %noun forms of verbs)13."#P %0) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun #0P %#) 8ossessive "P %") .djective "P %") .rticle #0P %#) Total subject beginnings1(CP 8ercentage of sentences that begin $ith non5subjects1 8reposition (CP %() .dverb (CP %() Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives #0P %#) 3ther "P %") Total non5subject beginnings1#P Other In!orat&on 'umber of $ords1 #33 .verage $ord length1 0.3! 4eadability scores1 %9incaid) ./ %.utomated) !. %6oleman57iau) !.0 %<lesch) ./ %0.0) 155 Te1t 2( 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 C .verage sentence length %$ords)1#/./ 8ercentage of sentences 5 or more $ords shorter than your average sentence length1((P %() 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 00P %0) 6ompound1##P %#) +imple or compound155P %5) 6omplex1 00P %0) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex100P %0) :er") 8ercentage of the verbs that are Nto beN verbs15/P %#") 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)1(./!P %0) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective ##P %#) .rticle !P %) Total subject beginnings1 !CP 8ercentage of sentences that begin $ith non5subjects1 8reposition ##P %#) .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1##P Other In!orat&on 'umber of $ords1 #0C .verage $ord length1 0./ 4eadability scores1 %9incaid) !.! %.utomated) !.! %6oleman57iau) C.C %<lesch) !.C %/#.() 156 Te1t 2+ 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 5 .verage sentence length %$ords)1 (C." 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 0"P %() 8ercentage of sentences #" or more $ords longer than your average sentence length1 ("P %#) 8ercentage of sentence types1 +imple1 "P %") 6ompound1 "P %") +imple or compound1 "P %") 6omplex1 #""P %5) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1 #""P %5) :er") 8ercentage of the verbs that are Nto beN verbs13#P %0) 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)10.!3P %) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle /"P %3) Total subject beginnings1/"P 8ercentage of sentences that begin $ith non5subjects1 8reposition 0"P %() .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings10"P Other In!orat&on 'umber of $ords1 #05 .verage $ord length1 0.!( 4eadability scores1%9incaid) #3.3 %.utomated) #5.! %6oleman57iau) ##./ %<lesch) ##.! %5#.#) 157 Te1t 23 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 ! .verage sentence length %$ords)1(".! 8ercentage of sentences 5 or more $ords shorter than your average sentence length1#3P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1#3P %#) 8ercentage of sentence types1 +imple1 (5P %() 6ompound1 "P %") +imple or compound1(5P %() 6omplex1 /3P %5) 6ompound56omplex1#3P %#) 6omplex or 6ompound56omplex1/P %/) :er") 8ercentage of the verbs that are Nto beN verbs1 #"P %() 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)1#.("P %() Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle 5P %/) Total subject beginnings15P 8ercentage of sentences that begin $ith non5subjects1 8reposition #3P %#) .dverb #3P %#) Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 (5P Other In!orat&on 'umber of $ords1 #// .verage $ord length1 0.C 4eadability scores1 %9incaid) C. %.utomated) ##.5 %6oleman57iau) ##." %<lesch) !.! %/(.3) 158 Te1t 24 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 ! .verage sentence length %$ords)1(#.0 8ercentage of sentences 5 or more $ords shorter than your average sentence length1#3P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 "P %") 6ompound1 "P %") +imple or compound1 "P %") 6omplex1 #""P %!) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1#""P %!) :er") 8ercentage of the verbs that are Nto beN verbs1 ((P %0) 8ercentage of the verbs that are passives %non5infinitives)1 /P %#) 8ercentage of nominali>ations %noun forms of verbs)1(.30P %0) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle (5P %() Total subject beginnings1(5P 8ercentage of sentences that begin $ith non5subjects1 8reposition 3!P %3) .dverb #3P %#) Ferb "P %") +ubordinate 6onjunction #3P %#) 6onjunction "P %") :xpletives #3P %#) 3ther "P %") Total non5subject beginnings15P Other In!orat&on 'umber of $ords1 ## .verage $ord length1 0.5 4eadability scores1 %9incaid) #"." %.utomated) ##. %6oleman57iau) #".! %<lesch) !.C %/#.5) 159 Te1t 25 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 0 .verage sentence length %$ords)1 3".! 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 (5P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1 "P %") 8ercentage of sentence types1 +imple1 "P %") 6ompound1 "P %") +imple or compound1 "P %") 6omplex1 5"P %() 6ompound56omplex1 5"P %() 6omplex or 6ompound56omplex1 #""P %0) :er") 8ercentage of the verbs that are Nto beN verbs1 0P %!) 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)1#./3P %() Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle (5P %#) Total subject beginnings1(5P 8ercentage of sentences that begin $ith non5subjects1 8reposition 5P %3) .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings15P Other In!orat&on 'umber of $ords1 #(3 .verage $ord length1 0.33 4eadability scores1 %9incaid) #(.3 %.utomated) #0.3 %6oleman57iau) !. %<lesch) !.! %/#./) 160 Te1t 25 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 .verage sentence length %$ords)1#C." 8ercentage of sentences 5 or more $ords shorter than your average sentence length1#0P %#) 8ercentage of sentences #" or more $ords longer than your average sentence length1#0P %#) 8ercentage of sentence types1 +imple1 (CP %() 6ompound1 "P %") +imple or compound1(CP %() 6omplex1 #P %5) 6ompound56omplex1 "P %") 6omplex or 6ompound56omplex1#P %5) :er") 8ercentage of the verbs that are Nto beN verbs1 (P %3) 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)13./P %5) Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun "P %") 8ronoun "P %") 8ossessive "P %") .djective #0P %#) .rticle (CP %() Total subject beginnings103P 8ercentage of sentences that begin $ith non5subjects1 8reposition 03P %3) .dverb "P %") Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction #0P %#) :xpletives "P %") 3ther "P %") Total non5subject beginnings15P Other In!orat&on 'umber of $ords1 #33 .verage $ord length1 0.!C 4eadability scores1%9incaid) ##.3 %.utomated) ##.# %6oleman57iau) ##.5 %<lesch) #3.3 %0.) 161 Te1t $9 2.1 Character&)t&c) 2 Sty#e Stat&)t&c) The +tyle +tatistics analysis provides you $ith information that enables you to consider the $ord, sentence, and document characteristics of your composition. .s you compare your statistical characteristics $ith the model given in the +T:8+ program N6haracteristics 5 +tyle +tatisticsN or the model that your instructor has established, differences bet$een your statistics and the model $ill guide you in making specific kinds of revisions. .s you revise and rerun the analysis, you $ill actually see the measure of the changes that you make in your $riting. In addition to seeing the changes in the statistics, you $ill become more a$are of the positive effect those changes have on the =uality of your composition. Sentence) 'umber of sentences1 .verage sentence length %$ords)1 (." 8ercentage of sentences 5 or more $ords shorter than your average sentence length1 (CP %() 8ercentage of sentences #" or more $ords longer than your average sentence length1#0P %#) 8ercentage of sentence types1 +imple1 "P %") 6ompound1 "P %") +imple or compound1 "P %") 6omplex1 5P %0) 6ompound56omplex1 03P %3) 6omplex or 6ompound56omplex1 #""P %) :er") 8ercentage of the verbs that are Nto beN verbs1 5CP %#) 8ercentage of the verbs that are passives %non5infinitives)1 "P %") 8ercentage of nominali>ations %noun forms of verbs)1 #."/P %() Sentence Beg&nn&ng) 8ercentage of sentences that begin $ith subjects1 'oun #0P %#) 8ronoun "P %") 8ossessive "P %") .djective "P %") .rticle #P %5) Total subject beginnings1!/P 8ercentage of sentences that begin $ith non5subjects1 8reposition "P %") .dverb #0P %#) Ferb "P %") +ubordinate 6onjunction "P %") 6onjunction "P %") :xpletives "P %") 3ther "P %") Total non5subject beginnings1 #0P Other In!orat&on 'umber of $ords1 #!C .verage $ord length1 0.(# 4eadability scores1 %9incaid) #"./ %.utomated) ##.C %6oleman57iau) .C %<lesch) !.3 %/.#) 162 163