Honors Theses
Date of Award
Spring 4-28-2025
Document Type
Undergraduate Thesis
Department
Teacher Education
First Advisor
Ellen Shelton
Second Advisor
Susan McClelland
Third Advisor
Ann Monroe
Relational Format
Thesis
Abstract
This work investigates the effect of writing routines in public education. Propelled by the words and ideas of Penny Kittle, Cynthia Urbanski, Ralph Fletcher, and many more, a study was completed with high school aged students to find the correlation between writing routines and levels of writing apprehension. These students were given The Daly-Miller Test as a pretest via Google Forms at the start of the study. After responding to a series of five-minute writing prompts over the course of several days, students were given a post-test of the same survey to determine if changes in writing apprehension had occurred. According to the results of both surveys, there is a slight correlation between writing routines and writing apprehension. After completing the writing prompts, a percentage of students whose results indicated having low apprehension presumably moved to moderate apprehension and high apprehension. Although the results are not completely clear, aspiring teachers and educators can use the collected information and observations to inform their classroom practices.
Recommended Citation
Whited, Meredith J., "It’s Not Like Riding a Bicycle: How a steadfast and committed effort to writing can contribute to the development of student writers" (2025). Honors Theses. 3307.
https://egrove.olemiss.edu/hon_thesis/3307
