| This study used a formative evaluation design to determine whether the one-to-one conferencing technique produced improved student writing and reduced student writing anxiety. It was conducted in a remedial writing course at Cerro Coso Community College, Ridgecrest, California. Various data collecting strategies were employed: a writing anxiety measure, an objective writing test, analytically graded paragraphs and essays, a questionnaire, and tape recordings of the conferences. Results indicated that students made significant gains on the objective test and on their actual writing samples, but no change was apparent in their feelings about their writing. It was also noted that the time instructors devote to providing such tutorial assistance in addition to traditional classroom instruction may prove to be prohibitive. |
