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This paper reports a study which examined the theoretical assumption that semantic abbreviation, an inadequate representation of situational and cultural contexts of language in student writing, is attributable to the influence of spoken language. Semantic abbreviation was operationally defined by combining features of spoken dialog, namely, personal and demonstrative exophoric references and formulaic expressions. Using data from 60 description of place essays written at three grade levels (4, 8, and 12), the study found that semantic abbreviation is a defining characteristic of weak student writing and that a dependence on the semantics of everyday spoken dialog is one source of semantic abbreviation. The results of the study indicate that instruction in writing is not meeting the needs of weak writers. Implications for additional research and for the teaching of written composition are identified.

Inexplicit meaning …