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ERIC Number: ED183235
Record Type: RIE
Publication Date: 1979
Pages: 10
Abstractor: N/A
Reference Count: 0
Writing Anxiety and Freshman Composition.
Thompson, Merle O'Rourke
In dealing with destructive writing anxiety--as opposed to the creative tension experienced by successful writers--composition teachers must identify the fears associated with writing and design ameliorating classroom activities. Two well-documented tests, the Daly-Miller Appreciation Test and the Thompson Writing Attitude Survey (TWAS), can be used to identify writing attitudes and the causes of anxiety. These causes include lack of skills, lack of knowledge about the writing process, fear of revealing oneself, fear of structuring thoughts, fear of the blank page, and fear of being evaluated. While several corrective strategies have been tested, including the elimination of compulsory writing and consultations with individual students, composition teachers can achieve more success by teaching language studies as well as writing. This approach draws from seven disciplines: (1) philosophy, for an understanding of the use of symbols; (2) anthropology, for an appreciation of the role of words and structure in the thinking process; (3) grammar, to demonstrate the possibilities of sentence manipulation; (4) semantics, to illustrate the difference between meaning and structure; (5) psychology, to reveal the connection between writing and learning; (6) lexicography, for a better understanding of standard English; and (7) rhetoric, for an understanding of the writing process. (The TWAS is included.) (JP)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Thompson Writing Attitude Survey; Writing Anxiety
Note: Paper presented at the Annual Meeting of the Northeastern Conference on English in the Two Year College (Pittsburgh, PA, October, 1979)