REPORTED RESEARCH

Research Related to The Hunter Writing System: Sentence Sense Text

Shown below is a chart that displays the results of a controlled experimental study1 conducted by Barbara J. Stubbs for her M.A. Thesis at Rowan College of New Jersey and carried out at Clearview Regional J.H.S., Mullica Hill, N.J.

[For a more detailed report, consult the article: Anthony D. Hunter, “A New Grammar That Has Clearly Improved Writing”.] 

Results of the Study1

Categories

Experimental Group2 Change

Control Group Change7

Punctuation and Capitalization3

+110%

-5%<

Overall Writing Competence

+59%4

+30%

Complexity

+42%5

+65%8

Organization

+40%

-35%

Number of Words

+41%6

+44%

1All students were low-ability 7th graders (with boys outnumbering girls roughly 4 to 1). Both groups also received instruction in the process approach to writing. In addition, the experimental group was taught 10 chapters of the Sentence Sense text over 6 months while the control group was taught traditional grammar over the same length of time.

2The group of 9 students who made these scores includes a boy who joined the class halfway through the instruction but excludes an attention-deficit boy who laid down his pen halfway through the posttest and would not write another word.

3The Test of Written Language2 (TOWL-2)’s name for these four categories (in order) are: Contextual Style, Overall Spontaneous Writing Quotient, Syntactic Maturity, and Thematic Maturity.

4This score has statistical significance at the .02 level of confidence. 

5The teacher completed only ten chapters. (Subordination begins at Chapter 11.)

6The students used the last few minutes of the test to do revising and editing.

7For more information about the atypical kind of instruction given to most of these students, go to the research article

8See a discussion of authoritative research that made a surprising discovery about the quality of the complex writing of students who were taught grammar only informally.