This study examined the relationship between domain-specific knowledge and the development of writing skills. 70 undergraduate and postgraduate subjects enrolled in an introductory educational psychology course were assessed for content knowledge and also produced a writing sample evaluating an article in the discipline. For the entire sample, content knowledge and writing proficiency were not significantly correlated. Using the scores of one rater, the 10 most knowledgeable subjects had significantly greater writing competency scores than the 10 least knowledgeable subjects. Using the scores of the other rater, this difference did not occur. Explanations of these results are provided.
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