Research reported by Daly, Miller, and their colleagues suggests that writing apprehension is related to a number of factors we do not yet fully understand. This study suggests that included among those factors should be the belief that writing ability is a gift. Giftedness, as it is referred to in the study, is roughly equivalent to the Romantic notion of original genius. Results from a survey of 247 postsecondary students enrolled in introductory writing courses at two institutions indicate that higher levels of belief in giftedness are correlated with higher levels of writing apprehension, lower self-assessments of writing ability, lower levels of confidence in achieving proficiency in certain writing activities and genres, and lower self-assessments of prior experience with writing instructors. Significant differences in levels of belief in giftedness were also found among students who differed in their perceptions of the most important purpose for writing, with students who identified “to express your own feelings about something” as the most important purpose for writing having the highest mean level of belief in giftedness. Although the validity of the notion that writing ability is a special gift is not directly addressed, the results suggest that belief in giftedness may have deleterious effects on student writers.
Three experiments were carried out (a) to assess the degree of agreement with which Ss identify paragraph boundaries in unindented prose passages, (b) to determine whether a significant proportion of the cues to paragraph structure are formal in nature, (c) to ascertain whether the identification of paragraphs in different kinds of prose differentially depends on semantic, as distinct from formal, cues, and (d) to study developmental changes in paragraphing ability. Nouns, verbs, adjectives and adverbs in 10 English prose passages were replaced by nonsense paralogs and Ss identified paragraph boundaries in both English and nonsense versions. The median reliability for paragraphing English passages was .86; for nonsense, .75. The median correlation between paragraphing of English and nonsense versions of the same passage was .71. Children approach adult levels of paragraphing more quickly with nonsense passages than with English.
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