Outlines a revision checklist for student use in analyzing purpose, audience, form, and expression; summarizes classroom procedures for individuals, small groups, or whole classes to use in revision and proofreading exercises. (AEA)

Describes the rationale for teaching the cognitive context of argument and argumentation, presents an example of an approach to value argument, and discusses the role of the unconscious in argument. (PD)

To shift the focus away from the writing instructor as the primary audience for written compositions, these writing assignments address the issue of audience directly. The assignments include the following: (1) select a magazine and analyze its audience; (2) compose a letter to the editor; (3) write an article for the selected magazine about an…

Students can be introduced to reader-writer relationships with the print world they recognize as most friendly, magazines. Comments concerning the wide range of magazines and the specificity of an individual magazine's audience should arise naturally. Teachers might ask their students to discover what textual features led to their definitions of…

Noting that daytime television serials have been used to teach a variety of subjects, including writing and language skills, this paper reviews literature on the nature of soap operas so that instructors can use them more effectively. Following an introduction citing studies on the educational uses of soap operas, the paper explores the following…

Uses ideas from speech act theory to show students how to become "co-communicants" with their readers. (DF)

Investigates the implications of conceiving writing-as-performance. Claims that public speaking compares closely with a writing-as-performance course. Focuses on students' perception of themselves as writers and of their audience and presents several analogies comparing writing with other performance activities. (JD)

In the "real" world of writing, people make writing decisions based in part on their analyses of audience expectations and their own purposes. Yet, composition teachers at all levels assign general or abstract topics for essays rather than create writing tasks that require students to reflect on target audiences. Even students are aware…

Tells how to increase composition students' awareness of audience by helping them understand the instructor as audience, by holding conferences with them, and by peer reviews. (EL)

Although theories on developmental writing assume that basic writers do not write well because of cognitive deficits, recent research and classroom experience suggest that poor writers lack skill because they have not had sufficient contextually meaningful practice. Writing research indicates that the unskilled writer's tendency to write as if…

Technical communications courses, which frequently present the research proposal as part of the report writing segment, rarely teach the grant proposal, even though it can provide the instructor with a vehicle for presenting such rhetorical strategies as audience analysis and persuasive writing. In addition to its problem solving structure, the…

Discusses two audiences for whom classical teaching and training courses are intended. Provides an analysis of these audiences with regard to the use and relevance of Computer Assisted Education (CAE). (TW)

Two in-house communication training seminars--the first a two-hour seminar for transmission technicians and the second a six-week course for nurses and hospital technicians--were held to improve technical communication. In the first, service technicians were helped to analyze their audience--their manager and company engineers--as a motivation…

The second phase of a 3-year project examining the effect of a process approach to writing instruction on students' expository reading and writing skills, a study determined the impact of three writing programs that emphasized different aspects of a process-oriented writing environment. Data were gathered from 159 fifth and sixth grade students…