Emotions and the Writing Process: A Description of Apprentice Writers

Brand, Alice G.; Powell, Jack L.

doi:10.1080/00220671.1986.10885692

Cited by 18 publications

(10 citation statements)

References 11 publications

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“…The concept of emotion or affect and language learning has evolved around learner's styles and strategies, willingness to communicate/anxiety in language production, or Myers-Briggs personality types (Ortega, 2009, p. 194). Like the proposals made by composition scholars such as McLeod (1987) and Brand (1991;Brand & Powell, 1986), Arnold and Brown (1999) maintain that the concepts of cognition and affect in learning another language should be seen and understood as being interconnected. They argue that we should pay attention to affect in language learning because it can help learners acquire another language effectively and can demonstrate to us how to "overcome problems created by negative emotions and how we can create and use more positive, facilitative emotions" (p. 2).…”

Section: Prior Research On Emotion and L2 Writingmentioning

confidence: 98%

Emotionality and Second Language Writers: Expressing Fear through Narrative in Thai and in English

Chamcharatsri¹

2013

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Writing to express emotions can be a challenging task for second language (L2) writers, especially because it tends to be a process that is less addressed in language classrooms. This paper aims to expand thinking on L2 literacy and writing by exploring how L2 writers can express emotion (fear) through narratives both in their first language (L1) and second language (L2). With a small number of participants, the study reports that narrative writing can be helpful in creating venues for L2 writers to become aware of linguistic and cultural aspects of their first (Thai) and second (English) languages. By providing personally significant writing prompts, L2 writers can reflect on their personal experiences and gain understanding about themselves linguistically, culturally, and emotionally. The paper concludes with pedagogical suggestions for how writing teachers can introduce both positive and negative emotions in L2 classrooms.

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Section: Prior Research On Emotion and L2 Writingmentioning

confidence: 98%

Emotionality and Second Language Writers: Expressing Fear through Narrative in Thai and in English

Chamcharatsri¹

2013

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“…On the other side, negative affect factors such as fear, anxiety and shame not only affect cognition but also induce distortive effects on brain functioning by affecting memory recall skill while comprehending or inferencing a text (Bryan, Burstein, & Ergul, 2004). In a similar manner, unfavorable emotions such as confusion, boredom and anxiety negatively impact the composing process by derailing the thought process, causing an aversion to writing (Brand & Powell, 1986). Likewise, lower self-esteem and self-concepts among learners results in the development of negative schema, resulting in unsuccessful reading.…”

Section: Reading and Self-concept Beliefsmentioning

confidence: 99%

Improving the Writing Abilities of First Year Undergraduates through Extensive Reading

Jennifer¹,

Ponniah²

2019

The Journal of AsiaTEFL

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“…Researches aimed at writing created a new field of study based on the Social Learning Theory of Bandura (1977) and have been investigated in the spotlight of writing "self-efficacy". In this context, self-efficacy and anxiety studies (Bloom, 1980;Brand & Powell, 1986;Daly, 1985;Selfe, 1985) about writing has gained a sudden intensity since the 1980s.…”

Section: Introductionmentioning

confidence: 99%

The Investigation of Language Teacher Candidates’ Self-efficacy and Writing Anxiety in Processual Context

Aydın

2018

JETS

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The purpose of this study is to evaluate the self-efficacy perceptions and writing anxiety of the Turkish language teacher candidates that receive training for learning and teaching language in a processual context. The research has been carried out with a total of 113 teacher candidates that study at the Department of Turkish Language in the first (n=56) and third (n=57) grades. The reason is that the first graders are beginner and they receive Written Expression classes; and the third graders receive Writing Education classes. The data from both grades have been collected by using the Writing Self-efficacy Perception Scale (WSPS) and the Writing Anxiety Scale (WAS) at the beginning and at the end of the term. The collected data have been analyzed both in respective class levels and by comparing to the other class level. The result of the research shows that the writing anxiety has decreased and the writing self-efficacy perception has increased in the first grader candidates. Whereas in the third grader candidates, the writing anxiety has increased and the writing self-efficacy perception has decreased. This has been interpreted as the professional awareness of the candidates increases depending on the grade level. Another result of the research is that the revision and editing (RE) factor in the writing process is higher in the female candidates than the male candidates. The findings obtained in the research bear a resemblance to the literature in some aspects, and differ from the literature in some aspects.

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Emotions and the Writing Process: A Description of Apprentice Writers

Cited by 18 publications

References 11 publications

Emotionality and Second Language Writers: Expressing Fear through Narrative in Thai and in English

Emotionality and Second Language Writers: Expressing Fear through Narrative in Thai and in English

Improving the Writing Abilities of First Year Undergraduates through Extensive Reading

The Investigation of Language Teacher Candidates’ Self-efficacy and Writing Anxiety in Processual Context

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