The practical implications for this theory are for both educators and learners and addressing the issues associated between neuroticism and writing apprehension. In contemporary schooling, administration and teachers place emphasis on high stakes testing in order to measure student achievement and mastery of academic subjects such as Language Arts. In order to address these issues, writing apprehension needs to be studied in order to find new ways to approach the neurotic writer. In I Really that Bad?: “Am Writing Apprehension and Basic contributes to operational Writers” Buley-Messeiner issues of writing apprehension: cannot be acquired from teachers or textbooks. “control Control must be developed through the meaningful connection of self, reader, text, and intention. Furthermore, basic writers can learn to make that connection, as many of my students have As we work out possible answers with our students, their writing proved… apprehension may diminish and their writing confidence may grow” (15). Messeiner suggests a method of teaching that allows connection to the students for them to learn and engage in writing, rather than to fear it. This will help raise confidence levels and hopefully control neurotic tendencies. Reeves also addresses how to correct the issue of writing anxiety in her article Writing Apprehension in the Learner-Centered “Minimizing Classroom”: “As apprehensive writers have generally done very little writing and that has been judged unsatisfactory by prior teachers, a good way to begin is with writing in class every day, creating a non-threatening, practice-like atmosphere where traditional lecturing and grading take a allows for the interpersonal domain back seat” (39). Reeves’s suggestion to be addressed. The approach of putting less emphasis on grades and strict rules of
The practical implications for this theory are for both educators and learners and addressing the issues associated between neuroticism and writing apprehension. In contemporary schooling, administration and teachers place emphasis on high stakes testing in order to measure student achievement and mastery of academic subjects such as Language Arts. In order to address these issues, writing apprehension needs to be studied in order to find new ways to approach the neurotic writer. In “Am I Really that Bad?: Writing Apprehension and Basic Writers” Buley-Messeiner contributes to operational issues of writing apprehension: “control cannot be acquired from teachers or textbooks. Control must be developed through the meaningful connection of self, reader, text, and intention. Furthermore, basic writers can learn to make that connection, as many of my students have proved… As we work out possible answers with our students, their writing apprehension may diminish and their writing confidence may grow” (15). Messeiner suggests a method of teaching that allows connection to the students for them to learn and engage in writing, rather than to fear it. This will help raise confidence levels and hopefully control neurotic tendencies. Reeves also addresses how to correct the issue of writing anxiety in her article “Minimizing Writing Apprehension in the Learner-Centered Classroom”: “As apprehensive writers have generally done very little writing and that has been judged unsatisfactory by prior teachers, a good way to begin is with writing in class every day, creating a non-threatening, practice-like atmosphere where traditional lecturing and grading take a back seat” (39). Reeves’s suggestion allows for the interpersonal domain to be addressed. The approach of putting less emphasis on grades and strict rules of
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