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ERIC Number: EJ1458274
Record Type: Journal
Publication Date: 2022
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-0149-4910
Supporting Students in the Writing Intensive Classroom: Insight on Reducing Writing Apprehension
D. Adam Cletzer; Keisha Avery; Laura Hasselquist
NACTA Journal, v66 p179-184 2022
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.
North American Colleges and Teachers of Agriculture. 1014 6th Avenue, Huntington, WV 25701. Tel: 208-957-7001; e-mail: support@nacta.org; Web site: https://nactateachers.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A