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This study examined sixteen basic writers in a college developmental English program to ascertain what effect collaborative learning strategies would have on the writing apprehension, writing anxiety, and writing quality. Students operated in a collaborative environment: They followed a writing process and arrived at consensus within their group at each stage of writing. All writers still worried about their writing, but they collectively agreed that they spent more time on writing and rewriting. In short, writers had a vision of what they were expected to accomplish and demonstrated that writing was a powerful tool. This study encourages students and faculty alike to experiment with this non-traditional methodology of teaching/learning.