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Re-type the bold-faced words in the correct order in the boxes below to make noun phrases that complete each sentence. The first one has been done for you.
Test anxiety is composed of three major components: cognitive, affective, and behavioral. Students who experience test anxiety from the cognitive perspective are worriers lacking self confidence. They may be preoccupied with negative thoughts, doubting their academic ability and intellectual competence (Sarason & Sarason, 1990).
Furthermore, they are more likely to overemphasize the potential negative results and feel helpless when in testing situations (Zeidner, 1998). Some students may feel
Test-anxious students express anxiety behaviorally by
Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58, 7-77.
Sarason, I. G. (1988). Anxiety, self-preoccupation, and attention. Anxiety Research, 1, 3-7.
Sarason, I. G., & Sarason, B. R. (1990). Test anxiety. In H. Leitenberg (Eds), Handbook of social and evaluative anxiety (pp 475-496). New York: Plenum Press.
Syncamore, J. E., & Corey, A. L. (1990). Reducing test anxiety. Elementary School Guidance & Counseling, 24, 231-233.
U. S. Department of Education (1993). Help Your Child Improve in Test-Taking.
Washington, DC: U. S. Government Printing Office.
Wilkinson, C. M. (1990). Techniques for overcoming test anxiety. Elementary School Guidance & Counseling, 24, 234-237.
Zeidner, M. (1990). Does test anxiety bias scholastic aptitude test performance by
gender and sociocultural group? Journal of Personality Assessment, 55, 145-160.
Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum Press.
Source: http://www.eric.ed.gov/PDFS/ED479355.pdf
ERIC Identifier: ED479355 Publication Date: 2003-09-00 Author: Harris, Henry L.; Coy, Doris R Source: ERIC Counseling and Student Services Clearinghouse
Copyright: http://www.ericdigests.org/about.html