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ERIC Number: ED191073
Record Type: RIE
Publication Date: 1979-Nov
Pages: 18
Abstractor: N/A
Reference Count: 0
Research on Writing and Learning: Some Effects of Learning-Centered Writing in Five Subject Areas.
Weiss, Robert H.; Walters, S. A.
A study was conducted to test the following four hypotheses: (1) more subject-area writing will produce better writing, (2) more subject-area writing will reduce writing apprehension, (3) the frequency and amount of learner-centered writing about a subject will increase learning of that subject, and (4) concepts students write about will be clearer to them than the concepts they do not write about. The study involved 178 college students and five instructors in the areas of history, psychology, physical sciences, reading theory and practice, and statistics (the latter two being graduate courses). Students were placed into either control or experimental (writing) groups for one semester. Both groups experienced the same, or similar, activities, lectures, discussions, assignments, and tests, with the exception that the writing groups received regular writing assignments designed to fix and reinforce student learning. Students completed pretests and posttests, a writing apprehension inventory, content-area tests, and writing samples. The findings supported the third and fourth, but not the first and second hypotheses. (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Writing across the Curriculum; Writing Apprehension
Note: Paper presented at the Annual Meeting of the National Council of Teachers of English (69th, San Francisco, CA, November 22-24, 1979).