ERIC Number: ED281196
Record Type: RIE
Publication Date: 1987-Mar
Reference Count: 0
Reducing Writing Apprehension in English Classes.
Tighe, Mary Ann
In an effort to reduce student writing apprehension, an informal, in-class study was conducted in a lower-level college writing course at an Alabama university. The 16 students in this course took a Writing Apprehension Test (WAT--pretest) on the first day of class. Throughout the course, all writing was based on student experiences and came from student journals, all assignments were completed in class and reviewed in small groups discussions, and specific criteria from the rating scale used to evaluate student essays were discussed. Late in the course, students exchanged two essays with a partner--one written early in the course and one written late--and evaluated them as peer critics. Students then evaluated their own essays. Findings from these observations and WAT posttest scores indicated that 13 students were less apprehensive about their writing after the course than before it. In addition, results showed that students wrote more in their later essays, suggesting a greater willingness to commit themselves on paper. Sentence combining exercises from workbooks did not seem to improve writing skills. Finally, analysis revealed that students' later essays were superior to their earlier ones, suggesting that students' overall writing skills had improved. (The WAT, various instructional and evaluation data, and sample essays are appended.) (JD)
Publication Type: Speeches/Meeting Papers; Tests/Questionnaires; Reports - Research
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Council of Teachers of English Spring Conference (6th, Louisville, KY, March 26-28, 1987).