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UNIVERSITI TEKNOLOGI MARA

STRUCTURAL ANALYSIS OF TEXTS


WRITTEN BY E-PJJ AND FULLTIME
UNDERGRADUATE STUDENTS
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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
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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.
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.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
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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
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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 $ritten by full5time and
e58;; undergraduate students.
ii. To analy>e the types of sentences used by full5time and e58;;
undergraduate students.
iii. To examine the range of vocabulary used by full5time and e58;;
undergraduate students.
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1.( Re)earch *ue)t&on)
In order to achieve the objectives stated earlier, the present study attempts to
ans$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
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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, (""!).
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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
$ould make it a complete sentence %4ambo (""/).
1.+.+ Co0ound2co0#e1 Sentence)
6ompound5complex sentence is also one of the types of :nglish sentences. The
compound5complex sentence combines elements of compound and complex
sentences. It is the most sophisticated type of sentence that can be used
%Meginson, (""/). In order to produce compound5complex sentences,
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coordination and subordination may of course occur in the same sentence
%6rystal, #CC5).
1.+.3 Co0ound Sentence)
. compound sentence is a sentence that contains t$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
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<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)
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+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
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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$o hours in their classroom.
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In order to conduct this study, a total of /" ans$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.
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@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
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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
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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).
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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).
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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
$ork and family responsibilities %6ercone, (""!). .dditionally, most adult
learners are highly motivated and task5oriented %6ercone, (""!J Merriam E
6affarella, #CCC).
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.dults have many challenges today, such as multiple careers, fe$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, (""!).
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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 $ant to be controlled %6hoy E &elahaye, (""3).
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@esides that, according to the journal of GIouth 7earners1 The .uthentic
'eglected +pecies 7earning for an *nkno$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 $riter compared to youth learners.
82
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85
!1P23 0 1 2 3 4 5 6
t&,ens 4running w&rds5 in text 56309 211 184 169 102 206 241
t&,ens used f&r w&rd list 46705 179 172 151 96 172 203
ty"es 4distin$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

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