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ERIC Number: ED173801
Record Type: RIE
Publication Date: 1978
Pages: 31
Abstractor: N/A
Reference Count: 0
The Effect of Expressive Writing upon College Freshmen's Cognitive and Affective Development.
Collins, Carmen
A total of 69 college freshmen, all on academic probation, were involved in an examination of the effects of expressive writing practice upon students' reading, self-esteem, attitudes toward instruction, and academic achievement. An experimental group consisting of 35 students followed a writing/reading curriculum, while a control group of 34 students followed the reading curriculum only. Both groups used the same three textbooks, each of which stressed reading techniques such as exploring, vocabulary development, analyzing, and synthesizing for comprehension. Students in both groups were administered standardized reading tests. Six instruments were used to assess self-esteem and three to assess attitudes toward instruction. Grade point averages were used to measure academic achievement. The results suggested that expressive writing practice may have a positive effect upon reading comprehension. An examination of the data assessing self-esteem and attitudes suggests that expressive writing practice may have a greater effect upon attitudes than upon self-esteem. There were no significant differences in grade point averages between the groups, suggesting that reading instruction on the college level has no short term effects upon academic achievement. (FL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Research prepared at Rutgers, The State University of New Jersey