ERIC Number: ED258264
Record Type: RIE
Publication Date: 1984-Mar
The Effects of Writing Apprehension on Writing Quality.
Cheshire, Barbara W.
In a study to determine whether the writing apprehension of college writers is diminished by regular freewriting and whether apprehension affects the quality of writing, two experimental classes spent ten minutes freewriting each day while two control classes spent ten minutes on vocabulary building. The pretest and posttest consisted to two 40-minute essays and Daly and Miller's 26-item writing apprehension instrument. The study focused on four questions: Do students who freewrite regularly become more fluent than those who do not? Do students who freewrite regularly produce better quality essays than those who do not? Which of eight components of writing are most affected by freewriting? and, Do students who freewrite regularly display less writing apprehension than those who do not? Results indicated that freewriting did not produce (1) significant effects on fluency or on any of the designated components of writing, or (2) measurable differences in writing apprehension. However, different teachers did produce significantly different results in their class's writing apprehension. For most classes, some heightening of anxiety appears to result in better writing, although a few students may need to be taught adaptive responses to reduce or reverse the detrimental effects of apprehension. (Tables of findings are included.) (EL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (35th, New York City, NY, March 29-31, 1984).