Writing Groups: History, Theory, and Implications

Clark, Beverly Lyon; Gere, Anne Ruggles

doi:10.2307/357833

Cited by 40 publications

(3 citation statements)

References 2 publications

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“…The complexity of writing in FL as a task tends to heighten anxiety levels in students who are taking writing courses. This anxiety can often lead to discouragement, and thus may result in negative attitudes towards writing (Gere, 1987;Sharples, 1993). Most students, low and high achievers alike, find writing difficult and view it as something they just have to persevere through in order to pass certain exams (Yavuz & Genç, 1998).…”

Section: Introductionmentioning

confidence: 99%

Investigation of Writing Strategies, Writing Apprehension, and Writing Achievement among Saudi EFL-Major Students

Asmari¹

2013

IES

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The tenet of this study is to investigate the use of writing strategies in reducing writing apprehension and uncovering its effect on EFL students` writing achievement. It also attempts to explore associations between foreign language apprehension, writing achievement and writing strategies. The primary aims of the study were to explore the relationship between writing strategies that EFL university students employ and writing apprehension, relationship between writing strategies use and students` writing achievement, and differences between high and low writing anxiety in their writing strategy use. Data were drawn from 198 (68 males and 130 females) EFL-major university students. The participants were asked to respond to a Writing Anxiety Inventory (SLWAI; Second Language Writing Anxiety Inventory) (Cheng, 2004) and to complete a Writing Strategies Inventory (Petric & Czarl, 2003). Some interviews were also conducted with some students to explore salient effective writing strategies that they used and the difficulties they faced during writing composition. Correlation, t-test, and ANOVA analyses were used to determine relationships between writing strategies and writing achievement and between students of high and low anxiety. The results of the study calls into question the common assumption that some of the Saudi undergraduates’ writing apprehension is pertinent to writing achievement. The results indicated that students with low writing anxiety were more users of writing strategies than the high anxious ones. Moreover, a significant negative correlation was found between students’ writing apprehension and their writing achievement

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Section: Introductionmentioning

confidence: 99%

Investigation of Writing Strategies, Writing Apprehension, and Writing Achievement among Saudi EFL-Major Students

Asmari¹

2013

IES

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“…At the class session in which the text is to be discussed, a faculty member could open the session by inviting students to select a brief passage that caught their attention and read it aloud to a classmate as a kind of "warm-up" to the discussion of the text. Such faculty/student engagement with the reading process at the college level echoes the work in composition theory related to the importance of student attentiveness to their writing process (Connors, 1997;Cowell-Teague & Lunsford, 2014;Donovan & McClelland, 1980;Gere, 1987). Also related is the scholarship on the benefits of reading aloud one's own written work when revising for comprehension and clarity (Baum, 1978;Jansen Jaech, 1984;Megyeri, 1993;Root, 1991).…”

Section: Discussionmentioning

confidence: 85%

Prosody instruction intervention as a means to improved reading comprehension

Cypert

Petro

2019

Applied Cognitive Psychology

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SummaryThe relationship between prosody and comprehension, previously demonstrated in K–12 students, was examined in university students enrolled in first‐year writing classes. Students completed the Gray Oral Reading Test‐5 both before and after an expressive reading intervention (ER) or no oral reading instruction (NI). Throughout the semester, the ER students marked an excerpt of text for prosodic signals and read it aloud with a partner. Training and practice in expressive reading led to a significant improvement in the normed Oral Reading Index score. Specifically, ER participants demonstrated improved accuracy, fluency, and reading comprehension in comparison with NI participants. The significant relationship between accuracy and comprehension in the ER condition suggests that expressive reading instruction strengthened student ability to read words accurately and, in turn, comprehend the material better than students in the NI condition. Expressive reading practices are recommended to engage students more deeply with the text.

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“…They progressively learn the criteria to analyze their own production by discussing their peers' texts. Two or three times each semester, the students meet in small groups out-of-class time to review their drafts (Gere, 1987). On Moodle, they post questions arising from this self-managed work, which are later collected and discussed in the following synchronous lesson.…”

Section: My Studymentioning

confidence: 99%

Editors' Introduction

Russell

Rogers

Carlino

et al. 2023

Writing as a Human Activity: Implications and Applications of the Work of Charles Bazerman

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This book, conceived as a festschrift, is an edited collection of original chapters by international senior scholars who have been affiliated with the ideas and foundational work of Professor Charles Bazerman. The collection aims to account for Bazerman's shaping influence on the field of writing studies through scholarly engagement with his ideas, with Bazerman himself included as a contributor. Although a festschrift is defined as a collection of writings published in honor of a scholar, the editors envisioned this volume as more than a celebration of Bazerman's accomplishments. Rather, we propose this book as an extension and application of his contributions to the field in the spirit of committed scholarly discourse.

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Writing Groups: History, Theory, and Implications

Cited by 40 publications

References 2 publications

Investigation of Writing Strategies, Writing Apprehension, and Writing Achievement among Saudi EFL-Major Students

Investigation of Writing Strategies, Writing Apprehension, and Writing Achievement among Saudi EFL-Major Students

Prosody instruction intervention as a means to improved reading comprehension

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