his study was an investigation of journal writing and its potential effects on writing fluency among high school students. It was hypothesized that there would be a significant gain in fluency for students who wrote daily in a journal. For the purposes of this study, fluency was defined as the total number of words in a composition. Two classes of ninth grade \"at risk\" students were used as the subjects of this study. Both groups were assigned an impromptu essay, which provided a baseline measurement of fluency. Subjects in the experimental group were then instructed to maintain a writing journal. For the next three weeks, these students did free writing in their journals for the first ten minutes of each class period. All other instruction between the two groups was identical. At the end of the three weeks, all students completed a second impromptu essay. After conducting a second fluency check, the researcher then compared the two sets of scores. Statistical analysis showed no significant gain in fluency for the experimental group.
","abstract_html":"<p>his study was an investigation of journal writing and its potential effects on writing fluency among high school students. It was hypothesized that there would be a significant gain in fluency for students who wrote daily in a journal. For the purposes of this study, fluency was defined as the total number of words in a composition. Two classes of ninth grade "at risk" students were used as the subjects of this study. Both groups were assigned an impromptu essay, which provided a baseline measurement of fluency. Subjects in the experimental group were then instructed to maintain a writing journal. For the next three weeks, these students did free writing in their journals for the first ten minutes of each class period. All other instruction between the two groups was identical. At the end of the three weeks, all students completed a second impromptu essay. After conducting a second fluency check, the researcher then compared the two sets of scores. Statistical analysis showed no significant gain in fluency for the experimental group.</p>","abstract_has_math":false,"creators":["Rodgers, Helen"],"institution":null,"degree_name":"Specialist in Education","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. James M. Brewbaker","Dr. Harold L. Whitman","Dr. D. Glen Walls"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1991,"date_issued":"1991-01-01T08:00:00Z","date_published":"1991-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:18Z","subjects":["Writing Fluency","High School Students","Journal","Free Writing","Educational Assessment, Evaluation, and Research","Language and Literacy Education","Secondary Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/637","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. James M. Brewbaker","Dr. Harold L. Whitman","Dr. D. Glen Walls"]},{"key":"dc:creator","label":"Author","values":["Rodgers, Helen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Writing Fluency","High School Students","Journal","Free Writing","Educational Assessment, Evaluation, and Research","Language and Literacy Education","Secondary Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/637"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["his study was an investigation of journal writing and its potential effects on writing fluency among high school students. It was hypothesized that there would be a significant gain in fluency for students who wrote daily in a journal. For the purposes of this study, fluency was defined as the total number of words in a composition. Two classes of ninth grade \"at risk\" students were used as the subjects of this study. Both groups were assigned an impromptu essay, which provided a baseline measurement of fluency. Subjects in the experimental group were then instructed to maintain a writing journal. For the next three weeks, these students did free writing in their journals for the first ten minutes of each class period. All other instruction between the two groups was identical. At the end of the three weeks, all students completed a second impromptu essay. After conducting a second fluency check, the researcher then compared the two sets of scores. Statistical analysis showed no significant gain in fluency for the experimental group.
"]},{"key":"dc:title","label":"Title","values":["Effect of Journal Writing on Students' Writing Fluency"]}]}],"canonical_facts":{"dc:contributor":["Dr. James M. Brewbaker","Dr. Harold L. Whitman","Dr. D. Glen Walls"],"dc:creator":["Rodgers, Helen"],"dc:description.abstract":["his study was an investigation of journal writing and its potential effects on writing fluency among high school students. It was hypothesized that there would be a significant gain in fluency for students who wrote daily in a journal. For the purposes of this study, fluency was defined as the total number of words in a composition. Two classes of ninth grade \"at risk\" students were used as the subjects of this study. Both groups were assigned an impromptu essay, which provided a baseline measurement of fluency. Subjects in the experimental group were then instructed to maintain a writing journal. For the next three weeks, these students did free writing in their journals for the first ten minutes of each class period. All other instruction between the two groups was identical. At the end of the three weeks, all students completed a second impromptu essay. After conducting a second fluency check, the researcher then compared the two sets of scores. Statistical analysis showed no significant gain in fluency for the experimental group.
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