The study describes two revisions of the I. Daly and M. Miller Writing Apprehensions Scale. Internal consistency and test-retest reliability coefficients of the second revision were greater than .90. The revised measure should be a useful tool for future research examining the writing anxiety of younger students. (Author/CL)

Describes how a writing teacher used "magic slates" to help at-risk students overcome their fear of writing. (PRA)

Describes several patterned language books useful in helping students overcome writing apprehension by supplying them with the form, so that all they have to do is provide the creative ideas. (RS)

Considers how students and teachers use Augusto Boal's Theatre of the Oppressed (TO) to respond to writing anxieties. Notes that experiences with TO have encouraged the continuation of experimentation with the theories and practices in and out of the classroom. Discusses how TO places instructors in creatively vulnerable and edifying positions.…

Acknowledges the anxiety of writing and of teaching writing. (JL)

Suggests motivating writing apprehensive students by asking them to "remodel" passages from novels, magazines, or newspapers that have been stripped of details, descriptions, and compound sentences. (HTH)

Presents 11 strategies writing teachers can use to alleviate writing apprehension and to encourage student writers to feel confident about revealing their thoughts in writing. (SR)

Examines the affective characteristics of basic writers and questions the hypothesis that they suffer from high writing apprehension and low self-esteem. Offers evidence of a group of basic writers in a larger group who had both low writing apprehension and high self-esteem. (MG)

Explores the relationship between mathematics instruction and writing instruction, particularly their similarity in causing student anxiety. Offers specific teaching methods for reducing writing anxiety. (HB)

Writing exercises are games that can lead to success in the classroom because they are artificial and have arbitrary rules defined by the instructor. By giving students a starting point, a limited task, and the assurance that the writing is, after all, "just a game," exercises can circumvent students' initial anxieties about self-presentation and…

Recounts how an eighth-grade teacher used reflective portfolios with her students to help them overcome their reluctance to write and to get them to see writing as a way to learn about themselves as students and as individuals. States that the teacher wanted students to be enthusiastic about writing as a part of everyday life. (PA)

Describes a combined process writing approach and extended conference method of writing instruction applied to eighth grade students. Presents the experiences of several students who refused to write at first but soon became proud of their writing after several extended conferences. (RS)

Identifies three basic types of students of technical writing who fear writing with a computer. Offers suggestions to encourage them (and all technical writing students) to at least become more comfortable and current with writing technology. (SR)

Presents step-by-step instructions to help developmental writing students write a cohesive essay by combining individually written paragraphs. (HTH)

Describes ways to help students of all ages with writing apprehension, including write more; discourage appropriation of voice; listen to fearful writers; find patterns in students' errors; conference during drafting stages; coach peers for effective response; encourage positive self-talk; be aware of possible gender differences; vary writing…