Writing apprehension relates to a reluctance to write or even fear of writing and little research has been done on this phenomenon in the South African context, especially in terms of compulsory academic literacy and academic linguistic modules. This article aimed at determining the nature of writing apprehension in these two modules in terms of the Daly and Miller’s Writing Apprehension Test (DM-WAT), essay marks and gender at a South African university. The DM-WAT was conducted with two groups of first-year students. An exploratory factor analysis was administered and this led to the identification of four distinct factors which are also associated with related aspects in the literature: positivity towards writing, negativity towards writing, evaluation apprehension and selfefficacy and writing. It is evident that in the context of this study, the chosen instrument could not be used to measure writing apprehension, rather the four identified factors. No linear relationships between essay marks and the identified constructs were clear. Also a practical significant difference between genders was found in terms of the identified constructs. Significantly, students in the compulsory academic literacy module showed a greater tendency towards apprehension in terms of the four identified factors than students from the linguistics module. The chosen instrument could be used to gauge the identified factors. Writing in compulsory academic literacy modules should be taught through individualised student-centred methods, affective support and reflective instruction, positive personal feedback, with additional support through counselling as well as effective modelled writing behaviour from lecturers.

中文翻译：

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探索讲南非语的一年级学生的写作恐惧

写作忧虑与不写作甚至对写作的恐惧有关，在南非的情况下，对这种现象的研究很少，特别是在强制性学术素养和学术语言模块方面。本文旨在通过南非大学的戴利和米勒的写作理解测验（DM-WAT），论文标记和性别来确定这两个模块中写作理解的本质。DM-WAT与两组一年级学生一起进行。进行了探索性因素分析，这导致了四个不同的因素的识别，这些因素也与文献中的相关方面相关：对写作的积极性，对写作的消极性，评价理解和自我效能感以及写作。显然，在这项研究的背景下，所选的工具不能用来衡量写作的理解力，而不能用来衡量四个确定的因素。论文标记与确定的构型之间没有线性关系是清楚的。在确定的结构方面，还发现了性别之间的实际显着差异。值得注意的是，在必修的学术素养模块中，与从语言学模块中学习的学生相比，在四个已识别因素方面表现出更大的理解力。所选的仪器可用于评估已识别的因素。应通过以学生为中心的个性化方法，情感支持和反思性教学，积极的个人反馈，