ERIC Number: ED342022
Record Type: RIE
Publication Date: 1992-Mar
Reference Count: N/A
Writing in Reading Classes: The Cliff-Hanger Affect.
Professional literature reporting the use of the "cliff-hanger" as genre as a teaching tool in writing instruction is relatively quiet. College students may become better writers and readers when they write cliff-hangers and allow other students to read their writing. Sixty-five undergraduate reading students at a southeastern Arkansas university were assigned a cliff-hanger as the first of many reading and writing assignments before their elementary student teaching experience. Students contributed to each others' stories, and the original author revised and completed his or her own story. After incorporating more peer suggestions, each author submitted a final draft, which was bound into a book. At the end of the semester the teacher collected student reflections upon the assignment. Student affective responses included: (1) apprehension about the assignment; (2) gratification from working together with peers; (3) the fulfillment of overcoming insecurities about writing ability; and (4) the self-determination felt in controlling what they could do with their own writing; and (5) overall amusement. The cliff-hanger gives students the opportunity to explore writing in non-traditional ways and helps them become more competent teachers. (Thirteen references are attached.) (SG)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Cliffhangers; Writing Development
Note: Paper presented at the Annual International Rhetoric Council Conference (Hammond, LA, March 1992).