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ERIC Number: EJ1013609
Record Type: Journal
Publication Date: 2013
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0965-948X
Understanding Course Content through Letter Writing: Do Informal Writing Assignments Improve Grades?
Bersamin, Melina; Zamboanga, Byron L.; Orsak-Neff, Natalie
Psychology Teaching Review, v19 n1 p50-56 Spr 2013
Using an experimental study design (N = 41), we examined whether participation in an informal writing assignment, specifically writing a letter to a friend about course content, improved exam scores in an undergraduate child development course. Findings indicated that participating in the writing assignment significantly improved scores on an exam which included both a multiple-choice component and an essay. No effect emerged for a quiz that included only multiple-choice questions. These findings indicate that writing assignments that require students to summarise and paraphrase newly-learned material may improve performance on exams that have a written component to them. (Contains 3 tables.)
British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A