The effect of distant audiences on students' writing
Moshe Cohen, Margaret Riehl
Erstpublikation in: Am Educ Res J June 20, 1989 vol. 26 no. 2 143-159
Diese Seite wurde seit 2 Jahren inhaltlich nicht mehr aktualisiert. Unter Umständen ist sie nicht mehr aktuell.
Audience considerations play an important role in the development of text by experienced writers but are often nonexistent in the writing of school-age children. The lack of audience awareness found in school writing may index the slow development of the social-cognitive skills necessary to conceptualize different audiences or it may result from the decontextual approach to writing that is prevalent in classrooms. This study examined the quality of students’ writing in two audience conditions: to their teacher for a term assessment and to a distant peer audience to share ideas. Seventh-grade students wrote two compositions on the same topic, one addressed to peers in other countries via a computer network and the other to their teacher for their semester grade, counterbalanced for order effects. In both conditions, there was significantly higher ratings of the papers written to communicate with peers than those written to demonstrate skill in writing. The findings suggest that the development of functional writing environments to contextualize students’ work can lead to improvements in the quality of students’ classroom writing.im Text The effect of distant audiences on students' writing (1989)
Dieser Text erwähnt ...
- From Wikipedia to the Classroom (Andrea Forte, Amy Bruckman) (2006)
- Wiki Supporting Formal and Informal Learning (Stefania Bocconi, G. Trentin) (2012)
- Technology enhanced collaborative learning in projects - Dimensions of knowledge building: student’s activity, collaboration and communication (Michele Notari) (2012)
Volltext dieses Dokuments
|The effect of distant audiences on students' writing: Artikel als Volltext (: , 274 kByte; : 2020-05-28)|