The Effect of Writing Frequency upon Essay-Type Writing Proficiency at the College Level

Abstract

FACULTY OF American colleges continually raise questions about methods for improving the written expression of college students. At Michigan State College, considerable evidence in the form of corres pondence, term papers, book reports, and other essay type composit ion indicated that students had not acquired the proficiency in the writ ing skills expected of them. This study was initiated as one of several to provide further information on the problem. Required training in writing skills by Michigan State College studen ts consists of one three -hour course in communication skills for three quarters. Not more than one-third of that time is devoted to written expression ? or the equivalent of one quarter's work. It may be that this amount of training is not sufficient to produce the desired improv ement in all students deficient in writing abilities. That more writing experiences are at least a partial answer to this problem, is supported by the experience at Purdue University where the amount of writing in a composition class was doubled. (The normal amount was about equ al to the amount done by Michigan State College students during the three quarters of their course. ) Doubling the amount of writing done