WRITING STYLE AND THE NARRATIVE ESSAY

Background. Writing styles reflect the ways that writers think about t hemselves and about writing, as well as the pattern of strategies that writers consistently use to achieve their goals (Lavelle, 1993). Gene rally, writing styles may be considered along the deep/surface continu um with deep styles geared toward making a complex meaning beyond the given words, and surface writing reflecting a listing approach based o n the reproduction of information. However, some students have adopted an Elaborative style reflecting a high degree of personal expression in writing. Tile Elaborative style employs a self-referencing strategy - 'Writing makes me feel good', 'I put a lot of myself in writing' re presents an affective dimension in writing - one geared toward persona l meaning. Unfortunately, Elaborative writing is usually encouraged on ly in the composition class where it is considered a precursor to acad emic or objective composition. Aims. The purpose of this study was to examine the relationships among writing styles as measured by the Inve ntory of Processes in College Composition (Lavelle, 1993), writing app rehension, and writing performance on a personal narrative writing tas k. Given the self-referencing strategy associated with the Elaborative style, it was hypothesised that Elaborative scale scores would predic t narrative essay outcomes in terms of the degree of personal investme nt and complexity. Sample. The sample consisted of 74 college students enrolled in freshman composition, a general studies course at a mediu m size midwestern university in the United States. Methods. The Invent ory of Processes in College Composition and the Daly Miller Writing Ap prehension Test were administered to students during a regular, 50-min ute class period. Students also responded in essay format to a persona l writing prompt: 'My Most Unforgettable Character'. Results. Results support the Elaborative writing style as predictive of the degree of p ersonal involvement in writing a narrative essay but not as predictive of the complexity of writing outcome. Writing apprehension in conjunc tion with Procedural scale score were predictive of the complexity of essay outcomes and Elaborative and Low self-efficacy writing styles we re predictive of writing apprehension. Conclusions. The Elaborative co nstruct represents a highly personal and emotive approach to writing a nd learning and is useful in, understanding writers' strengths and def icits. Elaborative writers were confident and highly invested in writi ng a brief narrative essay, but might be encouraged to be more planful in order to achieve a greater level of complexity. Writing apprehensi on has been supported as a multidimensional construct related to writi ng self-efficacy. Implications for instruction include offering a wide range of writing assignments, emphasis on reflection and planning, an d consideration of narrative writing as an educational tool in content areas.