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ERIC Number: ED347536
Record Type: Non-Journal
Publication Date: 1987
Pages: 20
Abstractor: N/A
Reference Count: N/A
How Teacher Opinions about Writing Instruction Correspond with Student Attitudes about Writing.
Davis, Kevin
The personal attitudes of a writing instructor are often much more important than the pedagogical orientation, and certain teacher attitudes seem to affect student performance and attitude more than others. Research on writing apprehension shows a correlation between attitude and writing. Several theorists have postulated that the sources of students' attitudinal obstacles can be traced to the teacher's actions. However, the answer to the question, "Which teacher opinions have the greatest effects?", is a little more elusive. To explore this question, a correlational study was undertaken. Based on data collected at a small liberal arts college during a fall semester, changes in both student and teacher attitude were compared. A total of 121 students, 23 from basic writing and 98 from composition, took both entrance and exit attitude surveys. Scores from all seven sections improved as the semester progressed. In addition, the six faculty members (one teacher taught two sections) responded to an opinionnaire. In three of four areas measured, the correlation between teacher and student attitude occurred regularly. These findings suggest that certain attitudes, such as concern with individual writers' development, an understanding of the flexibility of language, and a desire to de-emphasize grades, rules, and rigid formats, facilitate better student attitudes. (Four tables are included; 17 references are attached; and samples of the Reigstad and McAndrew "Writing Attitude Scale" and the Gere, Schuessler and Abbott "Composition Opinionnaire" used in the study are appended.) (HB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A