Sentence-combining exercises were systematically presented to an experimental group of L2 freshman composition students. Data from a test assessing sentence-combining and an analytical composition scoring scheme were collected from the experimental group and a control group. The research hypothesis that the experimental group who received sentence-combining exercises would write better compositions and perform better on the sentence-combining test than the control group who didn't receive sentence-combining exercises was not fully con firmed. Several factors which might explain the findings are discussed.
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