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The Message Is the Massage: Orality and Literacy Once More.
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Brandt, Deborah – Written Communication, 1989
Reappraises conventional distinctions between oral-like and literate-like discourse, particularly Tannen's distinction between involvement focus and message focus. Treats message as an embodiment of involvement, and cohesion as an aspect of a developing writer-reader relationship. Offers speculations for rethinking "literate…
Descriptors: Cohesion (Written Composition), Discourse Analysis, Higher Education, Literacy
Physicists Reading Physics: Schema-Laden Purposes and Purpose-Laden Schema.
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Bazerman, Charles – Written Communication, 1985
Reports on the reading processes of seven research physicists using data gathered from a series of interviews and observations. Reveals reading processes permeated with individual purposes and schema. (FL)
Descriptors: Case Studies, Content Area Reading, Knowledge Level, Learning Theories
Information-Theoretic Measures of Reader Enjoyment.
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Finn, Seth – Written Communication, 1985
Results of two experiments revealed a significant correlation between function-word predictability and reader enjoyment and a strong correlation between content-word unpredictability and reader enjoyment. (FL)
Descriptors: Cloze Procedure, Information Sources, Mass Media Effects, Models
The Acquisition of Academic Literacy in a Second Language: A Longitudinal Case Study.
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Spack, Ruth – Written Communication, 1997
Examines the reading and writing strategies of one student over a three-year period and traces the process she went through to acquire college-level academic literacy in English, her second language. Suggests that the student's educational background shaped her approach to United States academic discourse practices. (TB)
Descriptors: Academic Discourse, Case Studies, English (Second Language), Higher Education
Traversing the Topical Landscape: Reading and Writing as Ways of Knowing.
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McGinley, William; Tierney, Robert J. – Written Communication, 1989
Proposes a view of literacy learning in which various forms of reading and writing are conceptualized as unique ways of thinking about and exploring a topic of study (analogous to a conceptual "landscape") en route to acquiring knowledge (best "traversed" from a variety of perspectives). (MS)
Descriptors: Critical Thinking, Independent Study, Learning Processes, Literacy Education
Learning about Writing from Reading.
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Bereiter, Carl; Scardamalia, Marlene – Written Communication, 1984
Reports on three studies that investigated the knowledge gained by students, ranging from grade 3 to graduate school level, from exposure to single examples of literary types. Concludes that students of all ages showed evidence of some pick up of rhetorical knowledge, although of limited complexity. Contains materials used in the study. (FL)
Descriptors: Cognitive Processes, Elementary Secondary Education, Higher Education, Integrated Activities
Emerging Alphabetic Literacy in School Contexts: Toward Defining the Gap between School Curriculum and Child Mind.
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Dyson, Anne Haas – Written Communication, 1984
Draws a number of conclusions from observing children involved in early literacy tasks, including the following: (1) children and teachers live together in schools, but their perceptions of shared world differ; and (2) the teacher, frequently operating from hierarchy model of curriculum, plans activities promoting and assessing literacy skills,…
Descriptors: Child Development, Child Language, Cognitive Development, Cognitive Processes