Literaturnachweis - Detailanzeige
| Autor/in | Thompson, Merle O'Rourke |
|---|---|
| Titel | Classroom Techniques for Reducing Writing Anxiety: A Study of Several Cases. |
| Quelle | (1980), (9 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Anxiety; Attitude Change; Attitude Measures; Authors; Change Strategies; Classroom Techniques; Course Content; Language Standardization; Postsecondary Education; Pretests Posttests; Student Teacher Relationship; Writing (Composition); Writing Instruction |
| Abstract | The Thompson Attitude Survey (TAS) was developed as a diagnostic tool to help teachers identify students with writing anxiety. Based upon the premise that writing anxiety is a fear of the writing process which outweighs the projected gain from the ability to write, the TAS is comprised of statements about the writing process and its consequences which students evaluate on a Likert-type scale. The use of this test, at the beginning and end of freshman composition courses, has helped to identify specific classroom strategies that alleviate writing anxiety. One such strategy concentrates on the writing process by teaching students to violate the blank page, use a "magic pen," write something, then edit, organize, write a thesis sentence, fill in details, write a concluding sentence, and polish. Another strategy focuses on the professional author's writing habits and problems and encourages students to compare their writing process to that of the professional and the instructor. A third instructional approach which reduces anxiety introduces students to language development, showing them that language is not static and how rules for grammar, spelling, and pronunciation developed. Finally, student-teacher interviews can reduce anxiety if the instructor provides encouragement and suggestions as well as criticism. (AYC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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