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Supporting Students in the Writing Intensive Classroom: Insight on Reducing Writing Apprehension.

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Title: Supporting Students in the Writing Intensive Classroom: Insight on Reducing Writing Apprehension.
Authors: Cletzer, D. Adam1 cletzerd@umsystem.edu, Avery, Keisha2, Hasselquist, Laura3
Source: NACTA Journal. Jan-Dec2022, Vol. 66, p179-184. 6p.
Subject Terms: *Written communication, *Communicative competence, *College graduates, *Undergraduates, *Classrooms, *Psychological feedback
Abstract: Written communication skills are often among the most important applied skills sought by employers when hiring graduates of colleges of agriculture. However, recent reports cite a gap between employers’ expectations and graduates’ levels of preparedness in key applied skills, among them “effective written communication.” One critical barrier to developing effective written communication skills is writing apprehension. This study surveyed undergraduate students (n = 74) in a writing intensive course to determine which course structures and writing interventions were most effective at reducing apprehension. Students reported course structures, such as the ability to revise and resubmit assignments, and written or verbal feedback from instructors as the most effective in reducing apprehension. While course structures were overall more effective than specific interventions, among interventions, modeling was most effective at reducing apprehension. [ABSTRACT FROM AUTHOR]
Copyright of NACTA Journal is the property of North American Colleges & Teachers of Agriculture and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Supporting Students in the Writing Intensive Classroom: Insight on Reducing Writing Apprehension.
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  Data: <searchLink fieldCode="AR" term="%22Cletzer%2C+D%2E+Adam%22">Cletzer, D. Adam</searchLink><relatesTo>1</relatesTo><i> cletzerd@umsystem.edu</i><br /><searchLink fieldCode="AR" term="%22Avery%2C+Keisha%22">Avery, Keisha</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Hasselquist%2C+Laura%22">Hasselquist, Laura</searchLink><relatesTo>3</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22NACTA+Journal%22">NACTA Journal</searchLink>. Jan-Dec2022, Vol. 66, p179-184. 6p.
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  Data: *<searchLink fieldCode="DE" term="%22Written+communication%22">Written communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Communicative+competence%22">Communicative competence</searchLink><br />*<searchLink fieldCode="DE" term="%22College+graduates%22">College graduates</searchLink><br />*<searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink>
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  Data: Written communication skills are often among the most important applied skills sought by employers when hiring graduates of colleges of agriculture. However, recent reports cite a gap between employers’ expectations and graduates’ levels of preparedness in key applied skills, among them “effective written communication.” One critical barrier to developing effective written communication skills is writing apprehension. This study surveyed undergraduate students (n = 74) in a writing intensive course to determine which course structures and writing interventions were most effective at reducing apprehension. Students reported course structures, such as the ability to revise and resubmit assignments, and written or verbal feedback from instructors as the most effective in reducing apprehension. While course structures were overall more effective than specific interventions, among interventions, modeling was most effective at reducing apprehension. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of NACTA Journal is the property of North American Colleges & Teachers of Agriculture and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: College graduates
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      – SubjectFull: Undergraduates
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      – SubjectFull: Classrooms
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      – SubjectFull: Psychological feedback
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              Text: Jan-Dec2022
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