ERIC Number: ED249473
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
Staging and Text Comprehensibility: It's What's "Up Front" That Counts.
Klauk, E. Russell
The reader-centered emphasis dominating the current literature reflects an assumption that what is learned from text, and how much is learned, is determined primarily by the reader. An alternative thesis, however, is that much of the responsibility for text comprehensibility may lie with the producer of the text. That is, the text needs to be constructed so that readers have exactly one direct antecedent for marking concepts as being related, and the hierarchically arranged text macrostructure reflects the writer's perspective about what is important. This can be accomplished through staging, because it provides a mechanism whereby writers can develop coherent text in which preposition and sentences are connected and organized into a macrostructure reflecting the writer's salient ideas. Staging has three primary characteristics: (1) a set of author decisions that directly affect the structure and form of a message; (2) a set of instructions for determining the prominence of ideas in text, and for analyzing text for prominence; and (3) a means whereby authors control what is recalled by readers. The staging structure of text gains clarity when the hierarchy is represented. Although a somewhat time consuming and cumbersome procedure at first, with patience and practice, staging can be applied to text with relative speed and ease, and can prove useful in the production of well-structured, coherent text. (HOD)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Author Text Relationship; Staging (Text); Text Structure
Note: Paper presented at the Annual Meeting of the National Council of Teachers of English Spring Conference (3rd, Columbus, OH, April 12-14, 1984). Small print on several pages may be marginally legible.