Employs factor analysis and comparability analysis to investigate the impact of item order on the number of factors and the underlying factor structure stability of the writing apprehension construct of the 1975 Daly and Miller scale. Finds that the randomized item factor structure was comparable with the original item order factor structure. (SR)

Provides an initial test of a multidimensional model of written communication apprehension as the construct relates to syntactic language use. Finds support for a multidimensional model of writing apprehension and for the impact that syntactic choice has on an individual's perceptions of writing apprehension. (MS)

In 1975, J. A. Daly and M. D. Miller devised and validated a 26-item questionnaire to better understand why having to write produces an extreme level of anxiety for some people. This questionnaire has been used extensively in related research since its introduction. Subsequent studies, which have shown writing apprehension to be…

Argues that: (1) the disturbing effects of writer's block the student experienced were the result of self-disintegration; (2) the student's cognitive powers were devoted to a defensive stabilization of the self; (3) the defining qualities of his writing were a product of his psychological configuration; and (4) his tendency toward narcissistic…

Concerns arise about two of the most widely used measurements in writing research because of faulty logic in the construction of the Writing Apprehension Test and the possibility of incomplete analytic procedures using T-unit analyses. Two experiments were conducted to address these concerns. Results are discussed. (Author/MT)

Examines materials in the ERIC database on the characteristics of the reluctant writer, the effect of apprehension on writing performance, and teaching strategies to encourage writing proficiency. (HTH)

Suggests having basic writers complete a writing apprehension measure at the beginning and end of the term. Argues that students' responses can help teachers identify problems at the beginning of the term and help students evaluate their own strengths and weaknesses as writers at the end of the term. (RS)

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)

Investigates the effect on postsecondary students of the belief that writing ability is a gift. Finds that higher levels of belief in giftedness correlate with higher levels of writing apprehension, lower self-assessments of writing ability, and lower levels of confidence. Suggests that the belief in giftedness may have deleterious effects on…

Investigates whether high- and low-apprehensive freshman composition students respond differently as peer evaluators in a face-to-face group versus a group using electronic mail. Finds that high apprehensives exhibit different strategies than low apprehensives for peer evaluation, and that high apprehensives participate more and rely more on the…

Presents a nontraditional, naturalistic study of writing apprehension in the form of a dialogue between the subject of the case study and her teacher. Describes how the subject overcame a writing block (involving an undergraduate honors thesis) by writing about the block. Presents a sense of an individual writer and the social construction of her…

Examines the impact on a deaf student (who was "intensely anxious" about writing) of five two-hour tutoring sessions conducted exclusively in English, in writing, and on a computer. Finds that his fluency expanded significantly, as did his conversation about writing. Notes that he became more deeply involved in critical awareness of text,…

Finds significant differences in level of writing apprehension among students in Freshman Composition based on grades in Freshman Composition but not based on a student's age or gender. Finds significantly greater writing apprehension among accounting majors than among non-accounting majors. (SR)

A study investigated students' attitudes about writing, in order to gain new insights into writing apprehension. The Daly-Miller Writing Apprehension Test and 2 open-ended questions were administered to 202 students from public and private colleges and universities in California. Results indicated that highly apprehensive students generally want…

Reports on a study of writing apprehension in writing center tutors, results of which indicated a strong correspondence between various dimensions of writing apprehension and specific teaching behaviors that do not aid the student in problem detection or writing improvement. (HTH)