Results indicated that levels of productivity and macrostructure increased steadily with age. Across the narrative and expository samples examined, levels of productivity were highly correlated and nearly equivalent within each grade, whereas a trend was noted for levels of macrostructure in the expository genre to increase more sharply from second to third grade than in the narrative genre. There was a grade effect for grammatical complexity in the expository genre, whereas there were no significant differences between grade levels for narrative grammatical complexity. Interestingly, the second graders scored higher than the third and fourth graders on measures of grammatical complexity (especially MLTu) in their expository samples. Comparison of grammatical complexity levels across genres revealed a small, negative correlation across all three grade levels. No grade level differences were detected for grammatical accuracy and lexical diversity in either genre; although, there was a trend for fourth graders to produce a higher number of grammatical errors than second and third graders. Students in each grade performed similarly regardless of genre type on measures of grammatical accuracy and lexical diversity. Relations among measures of microstructure and macrostructure were revealed between productivity and macrostructure in both genres and between macrostructure and grammatical accuracy in the expository genre. Inter-correlations of measures within grade level are discussed. There were no significant effects of ethnicity, socioeconomic status, or gender on writing outcomes. Interestingly, trade-offs in performance on certain linguistic features appeared to occur for second and fourth graders.
Expository Samples (Tiffany Williams), 11/4/2014
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and two expository samples, one spoken and one written
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ken narrative and expository samples often omit them when they write