Revisiting Student Writer Apprehension: A New Interpretation of the Riffe and Stacks's Writing Apprehension Measure

Abstract

The goal of this study of entry level media writing students at a
Midwestern university was to determine whether their attitudes toward
writing changed during the interval from beginning to end of their first
(100 level) college journalism class. A well conceived and tested
empirical tool for measuring writing apprehension was adapted for use as
a Q sort. An individual assessment of writing apprehension was
obtained by using Q methodology to provide a personalized (subjective)
measure of attitudes as opposed to analyzing group norms, thus
confirming and extending previous research on the phenomenon conducted
by Riffe and Stacks. The application of Q methodology provided a deeper
understanding, that supported, but it some instances, altered, the
interpretation of previous observations. Data from the Pre- and
Post-Class Q sorts were compared to assess the impact of the class on
student attitudes toward writing. This study demonstrates the
realignment of student confidence and career goals that accompanies
increasing acquaintance with the realities of the chosen profession
provided by the initial professional class.