ERIC Number: ED367984
Record Type: RIE
Publication Date: 1994-Feb-7
Reference Count: N/A
Publishing-Project Report: Writing as a Response to Reading.
Cobine, Gary R.
A study examined how student-writers accommodated a real audience--that is how they adapted their writing to communicate clearly and forcefully with an audience other than the teacher. Subjects, 18 students in a pre-composition, remedial English course at Indiana University East, were asked to revise the formal drafts into a "publication" of the fourth of six writing assignments, based on comments from their fellow students. Pre-publication drafts were compared to the post-publication draft to find evidence of new-found rhetorical concern for audience with regard to purpose, tone, message, method, and order. Results indicated that 13 of the students became aware of at least one new rhetorical concern and attempted to make an appropriate change in their writing, and that most changes were attempts to clarify. Results also indicated that three of the student-writers who made "superficial" changes had already mastered their rhetorical concerns and probably needed a more sophisticated response than their classmates could offer. Findings suggest that the student-writers did attempt to adapt their writing to communicate with an audience, and that English teachers should make publishing a regular part of a writing assignment. (Numerous versions of several students' papers--including comments of other students--are attached.) (RS)
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Indiana University East; Purpose (Composition)
Note: Exit Project, Indiana University. Some papers are on colored paper; student comments may not reproduce well.