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ERIC Number: ED357387
Record Type: Non-Journal
Publication Date: 1992-Mar-26
Pages: 10
Abstractor: N/A
Reference Count: N/A
Writers' Fears and Creative Inclinations--How Do They Affect Composition Quality?
Walsh, S. M.
A study investigated whether some level of writing apprehension or some expressed attitude toward writing might result in better essay scores. Subjects, 255 freshmen composition students at two campuses of the California State University system, were administered instruments designed to comparatively measure the quality of students' writing, gauge the level of writing apprehension, and obtain a personal report of attitudes about writing. Sixty-two variables were identified and a series of factor analyses were performed reducing the variables to five components. Further statistical analysis failed to reveal any relationship between writing apprehension and any of the five components until the response category "desire to affect my audience" was added. Then a statistically significant interaction effect of writing apprehension and writing attitude upon essay scores was found. Findings suggest that: rhetorical models invoking audience awareness are confirmed; findings of earlier researchers are confirmed statistically; findings based on the entire sample are generalizable to comparable groups of freshman composition students; and further research needs to be done on subjects who are either extremely apprehensive or have an extreme lack of apprehension about writing. Some implications for teachers are the following: (1) teachers are in extremely important positions in terms of their ability to influence student writing apprehension and attitudes about writing; (2) reasonable efforts should be made to tailor writing material in a fashion that will cultivate and enhance student interest; and (3) teachers need to provide positive feedback of some kind in every case. (Two tables of data are included. (Contains 22 references.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A