Journal writing : its effects on the development of syntactic maturity and attitude in students' writing

The purpose of this study was to determine to what extent the use of journal writing in a seventh grade setting enhances the development of syntactic maturity, fluency, and attitude toward writing.

The 46 subjects were from two average seventh grade classrooms in a metropolitan middle-school with a total enrollment of 768 students. They were previously assembled intact language arts classes taught by two different teachers.

Pretest and posttest writing samples were obtained from each student in the experimental and control groups. Means and variances were compared using the variables mean words per T-unit as a measure of syntactic maturity and mean total words as a measure of fluency in writing.

Pretest and posttest attitude measures were taken using the single form of the Emiq-Kinq Writing Attitude Scale for Students (WASS). Means and variances were compared to determine attitude change as a result of the treatment. The WASS was divided into three subscales and analyzed for gender differences within groups for measures of attitude toward preference, perception, and process of writing.

The treatment consisted of a six-week tri-weekly journal writing program. Journals were analyzed for measures of syntactic maturity and fluency.

No significant differences were found on the basis of gender for measures of syntactic maturity, fluency and the attitude subscales, preference for writing and perception of writing.

Significant differences were found on the attitude subscale process of writing between the boys and girls in the experimental group on the posttest.

Overall findings indicated a negative attitude toward writing both pretest and posttest by both groups as measured by the WASS.

Observational findings indicate several female students found journal writing to be a personally rewarding experience. The teacher of the experimental group felt journal writing was a useful and effective instructional tool for the teaching of writing.