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ERIC Number: ED255927
Record Type: RIE
Publication Date: 1985-Mar-22
Pages: 29
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Implications of Cognitive Complexity Research on the Teaching of Perspective-Taking in Writing Courses.
Salerno, Douglas
The addition of an interpersonal element to the rhetorical devices offered students as they learn how to construct persuasive messages can enhance their writing by helping students discover why they produce the writing they do. To do so, teachers must help students to become more sensitive to the audience and involve them more in the "construction" of an audience for their assignments. This can be accomplished by having students construct a plausible problem situation that necessitates a letter (or essay). They specify an audience for their assignment and a specific purpose they hope to achieve with their writing. When they complete this preliminary assignment, they have created a "case study," which the teacher evaluates, grading primarily on thoroughness of the problem formulation. After receiving the teacher's comments, the students complete their own assignment. If a buffer is necessary, if "space" is needed to put the reader in a frame of mind conducive to accepting a negative message, students are allowed to decide on the nature of the buffer. Once the assignment is completed, it is evaluated on the basis of information presented in the case study. (Appendixes include model audience analysis profiles and a sample case study.) (HOD)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Audience Awareness
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (36th, Minneapolis, MN, March 21-23, 1985).