Q Methodology was used to recast the Mass Communication Writing Apprehension Measure (MCWAM) created in 1988 and 1992 studies of students. Objectives included assessing the multidimensionality of the MCWAM and the nature of positive and negative attitudes toward writing. Using a pretest, posttest approach, this study produced indepth information on two factors of students: OptimistslProfessionals and DoubterslPessimists. After a sixteen-week semester, the OptimistslProfessionals remained very positive about writing and the relevance of writing skills. By contrast, the DoubterslPessimists grew even more negative toward the writing experience.The confidence critical to long-term success as a writer is often lacking in an introductory journalism or media writing classroom. Phillips was one of the first to suggest that an individual is apprehensive when his "anxiety about communication outweighs his projection of gain from the situation."' Writing apprehension among students in a media writing course may result in fear, frustration, and ongoing anxiety about the skills required in chosen careers. Although nervousness at the outset of a writing assignment may be expected, an enduring negative attitude may block student progress. The more writing instructors can learn about students' individual attitudes toward writing, especially at the outset of a course, the more opportunities the instructor may have to address anxiety issues and implement personalized strategies that could help students gain much-needed confidence in their writing abilities.Communication researchers have been concerned about the effect of anxiety or apprehension on human communication, notably since the 1960s. Over time they concluded that communication anxiety affects a large proportion of the general population. Composition teachers and, subsequently, media writing teachers have explored the effect of this phenomenon on writing students. As part of this exploration, reMark N. Popovich is a professor and Mark H. Mass6 is an associate professor in the J 6 M C Quarterly

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Journalism 6-Mass Communication Educator Research seeks contributions that support a community of faculty and student discovery; the acquisition of knowledge and skills; and their creative application to issues of import, both within and beyond classroom and Web site. The journal focuses on learning and teaching, curriculum, educational leadership, and related exploration of higher education within a context of journalism and mass communication. Submissions may draw from a variety of theoretical approaches and methodological perspectives and should introduce readers to new questions, new evidence, and effective educational practices.Scholarship is encouraged that is grounded in knowledge about the complexity of learning and respectful of student needs for multiple paths toward understanding; rooted in the disciplinary content of the professional and academic specialties we ask our students to master; and cognizant of the discipline's long-standing commitment to the arts of liberty, not through vague aphorisms, but as solutions to educational, civic, and public needs.

RESEARCHJournalism 6. Mass Communication Educator Research seeks contributions that support a community of faculty and student discovery; the acquisition of knowledge and skills; and their creative application to issues of import, both within and beyond classroom and web site. The journal focuses on learning and teaching, curriculum, educational leadership, and related exploration of higher education within a context of journalism and mass communication. Submissions may draw from a variety of theoretical approaches and methodological perspectives and should introduce readers to new questions, new evidence, and effective educational practices.Scholarship is encouraged that is grounded in knowledge about the complexity of learning and respectful of student needs for multiple paths toward understanding: rooted in the disciplinary content of the professional and academic specialties we ask our students to master: and cognizant of the discipline's long-standing commitment to the arts of liberty, not through vague aphorisms, but as solutions to educational, civic, and public needs.One of the objectives of this national media writing faculty study was to compile a contemporary profile of the typical U.S. journalism writing educator. This profile includes demographic data and information on pedagogical attitudes, practices, and resources. A second, more important objective was to search for evidence of an evolving and more integrated paradigm in the teaching of media writing by trying to ascertain whether current media writing instructors consider themselves to be more traditional or progressive in their teaching styles. Having journalism writing instructors indicate their teaching preferences would give some indication of the status and acceptance of more progressive teaching orientations (e.g., writing as process) that were introduced into journalism education literature in the 1980s. [MNPOPOVICI#BSU.EDU) is a professor in the Mark Mass6 [MHMASSE@BSU.EDU) is an associate professor and Mark Popovich

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