published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

Many adults who enter universities to continue their education are placed in developmental or basic writing classes. With the prevalence of computers on university campuses, some of these writing classes are taught in computerbased classrooms, which may cause adult learners to be apprehensive of both writing and computers. Previous research studies regarding writing and computer apprehension have examined traditional age college students, ignoring how the social context of the computer-based classroom and the computers used as tools for writing may affect adult learners' attitudes toward both writing and computers. The purpose of this descriptive study of adult developmental writers was to examine their perceptions of the effects of computers in a computer-based writing classroom, focusing on how the context of the classroom, including the social situation within the computer-based classroom, influenced their attitudes and apprehension toward both writing and computers.In order to obtain scores that indicated students' apprehension toward writing and computers, the Daly-Miller Writing Apprehension Test and the Loyd and Gressard Computer Attitude Survey were given to adult learners (n=41) at the beginning and the end of the semester to determine changes in students' apprehension. Additional data from interviews, observation reports, and journals of twelve adult learners allowed the researcher to examine students' perceptions of their interactions with other students and between students and their computers, thus promoting an understanding of the context in which learning to write took place.Findings indicated that adult learners' apprehension scores toward writing and computers decreased by the end of the semester in the computer-based classroom. Qualitative data revealed that the computer-based classroom provided a context that enabled students to form supportive peer groups which helped and impacted their writing, allowing them to develop fluid processes for writing with computers.This study has particular relevance for understanding how adults learn to write in various settings. Adult learners are a special population with unique needs. Apprehension toward writing and computers affects adult learners' attitudes toward writing, many times causing them to drop out of educational programs. This study illuminates the problems and feelings adults face as they learn to write using computers. / Department of Educational Leadership

The text already produced by student writers can act as a barrier to revision because the existing textual material can become so salient as to prevent writers from generating alternative text. This study investigated the effects of applying a revision heuristic designed to promote successful revision by alleviating the influence exerted by students' initial formulations of text. Inexperienced college writers were randomly assigned to two treatment conditions and asked to produce three drafts of a two-part expository composition. The experimental group composed their second drafts without access to any material produced at the draft one stage but then received back this material at the third draft stage. The control group redrafted normally, having access at all times to previous draft material. Results showed that students in the experimental group produced significantly longer and better quality final drafts with significantly higher self-evaluation scores than students in the control group produced. The mean number of idea units that were retained, removed, or added by students in either group was significantly different at both the second and third draft stages. Each part of the assignment was affected differently. Significant interactions among condition, grade point average and writing apprehension were not evident. These findings indicated that this three-stage redrafting heuristic may be a valuable technique for encouraging successful revision of students' early drafts. Further research, particularly regarding how a text communicates information, would be beneficial to our understanding of the role played by existing text in students' compositions. / Education, Faculty of / Graduate

Holistic evaluation -- Journal writing -- Relationship between oral and written language -- Whole language approach.

by Olivia Futch / Typescript / M.A. Florida State University 1927 / Includes bibliographical references (leaves 99-110)

published_or_final_version / Curriculum Studies / Doctoral / Doctor of Philosophy

published_or_final_version / Curriculum Studies / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education