ERIC Number: ED191056
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
Writing to Learn.
Weiss, R. H.; Walters, S. A.
A study was conducted to determine whether subject-related writing tasks assigned in college courses (1) increased the amounts and clarity of student learning, (2) led to improved student writing performance, and (3) changed levels of student apprehension about writing. Students enrolled in two sections of courses taught by each of four instructors in four different content areas were subjects for the study. Comparisons between data for experimental and control groups for each instructor were examined using analysis of covariance and chi square in a quasiexperimental pretest/posttest design with concurrent replications. The greatest significant differences resulted from comparisons between clarity of concepts learned by writing and clarity of concepts learned without writing. Subjects assigned writing tasks had significantly higher gains in learning content subject area. Differences in apprehension and in writing performance were not significant. (Author/FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Writing across the Curriculum; Writing Apprehension
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 7-11, 1980).