ERIC Number: ED206339
Record Type: RIE
Publication Date: 1979
Reference Count: 0
A Study of Writing Anxiety: The Effects of Several Classroom Strategies.
Thompson, Merle O'Rourke
Five teachers, whose experience and reputations recommended them as successful writing teachers, but who used different methods in their freshman composition course, were asked to test their classes at the beginning and end of the course on writing ability and writing anxiety. The pre- and post-testing was accomplished through a written essay, which was holistically graded by an impartial grader, and through the Thompson Attitude Scale. The instructors varied in their use of a traditional rhetorical (TR) approach, a traditional organic (TO) approach, an individualized personal interview/tutor (IPI) approach, an individualized, self-instructional unit (ISIU) approach, or a language study (LS) approach. The instructors' instructional methods were similar in many ways; for example, all assigned approximately the same amount of written work, all asked for revisions of poorer papers, and none taught grammar. However, with respect to the use of reading models, topic assignment, grading, instructional format, and focus, their approaches varied. The TR, TO, and IPI approaches produced moderate anxiety reduction and moderate writing improvement; the Language Study Approach showed statistically significant reduction in writing anxiety and a significant increase in writing ability; and the ISIU approach showed significant increases in both writing anxiety and ability. The report describes the instructional methods used by each instructor and presents results and conclusions. (AYC)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Writing Anxiety
Note: Preliminary statistics in this paper were presented at the Conference on College Composition and Communication (Minneapolis, MN, 1979).