The Influence of Picture Prompt Variation on Writing Performance: ‘Series’ vs. ‘Imagine Before and After’
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This study investigated whether two picture-based prompts, namely ‘Series’ and ‘Imagine Before and After,’ bring about significant differences in the writing quality of students. A total of 124 elementary school students participated in this study. A random half of the participants was given the series prompt and was required to write a story based on the depicted sequence. The other half was given a single-scene prompt and was asked to write a story, imagining what happened before and after. The results showed no significant differences between the two prompt groups in writing quality with respect to coherence, text length, subordination, and vocabulary diversity. However, a greater variety of stories was generated from the group who used the single-scene imagination prompt. It is interpreted that both prompts have the same measurement properties to evaluate writing qualities; they may be used interchangeably to test and improve students’ writing qualities. The imagination prompt, however, has a particular value for encouraging students to think with their imagination. From reader perspective, the imagination prompt is suggested because readers can read a greater variety of stories, feeling less bored in the evaluation process.
Abstract
This study investigated whether two picture-based prompts, namely ‘Series’ and ‘Imagine Before and After,’ bring about significant differences in the writing quality of students. A total of 124 elementary school students participated in this study. A random half of the participants was given the series prompt and was required to write a story based on the depicted sequence. The other half was given a single-scene prompt and was asked to write a story, imagining what happened before and after. The results showed no significant differences between the two prompt groups in writing quality with respect to coherence, text length, subordination, and vocabulary diversity. However, a greater variety of stories was generated from the group who used the single-scene imagination prompt. It is interpreted that both prompts have the same measurement properties to evaluate writing qualities; they may be used interchangeably to test and improve students’ writing qualities. The imagination prompt, however, has a particular value for encouraging students to think with their imagination. From reader perspective, the imagination prompt is suggested because readers can read a greater variety of stories, feeling less bored in the evaluation process.
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