{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/87277"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/87277","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The effects of writing ability and mode of discourse on cognitive capacity engagement","abstract":"In this study, the effects of writing ability and mode of discourse of cognitive capacity engagement were investigated. Sixty-three college freshmen of varying writing abilities (basic, average, and honors) were randomly assigned to experimental treatments (descriptive writing, narrative writing, and persuasive writing). Using the secondary task method, it was found that writing ability differentially affects cognitive capacity engagement across modes. 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