ERIC Number: ED189619
Record Type: RIE
Publication Date: 1980-Mar
Reference Count: 0
Writing Apprehension: Implications for Teaching, Writing, and Concept Clarity.
Weiss, R. H.; Walters, S. A.
A study of the relationship between the quantity of writing assignments and writing apprehension involved 352 college students enrolled in 20 classes in eight discipline areas. Writing apprehension was measured by using the Daly-Miller writing apprehension inventory as a pretest and posttest. Tasks involving learning-centered writing (writing designed solely to enhance learning, requiring neither use of academic prose nor teacher evaluation) were used in 15 classes to help students increase the amounts and clarity of learned content; students in five control classes learned content without the help of writing tasks. Results indicated that while decreases in apprehension in the experimental classes were not significant statistically, increasing the amounts of learning-centered writing tasks was related to decreases in writing apprehension rather than to the increases feared by many who hesitate to use writing in content areas. (AEA)
Publication Type: Reports - Research; Speeches/Meeting Papers; Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: N/A
Identifiers: Writing across the Curriculum; Writing Apprehension
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (30th, Washington, DC, March 13-15, 1980).