| The study was designed to examine differences in expository writing, and performance on lexical decision and verbal analogy tasks in "good" and "poor" college writers. Results revealed that "good writers," who achieved higher numerical scores on their expository writing, were found to perform better than "poor writers," who achieved lower numerical scores on their expository writing, on verbal analogy tasks and have increased accuracy on lexical decision tasks. Demographic information in conjunction with completed expository texts for each participant revealed that practice, as quantified by the number of writing classes taken, appeared to positively influence writing output. In addition, individuals in majors where the major form of assessment is writing, such as English and History, produced texts that were more coherent, well-formed and contained more sound arguments than those that did not. |
