The effects of attention to audience at different times during composing on the quality of freshmen's essays.

Persistent Link:
http://hdl.handle.net/10150/185727
Title:
The effects of attention to audience at different times during composing on the quality of freshmen's essays.
Author:
Willey, Robert John.
Issue Date:
1991
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study investigates the effects of writers attending to the informational needs of their readers at different times during composing. Each of 76 university freshmen enrolled in 7 sections of freshman composition and literature was randomly assigned to one of four treatment conditions: (1) no attention to audience, (2) attention to audience before and during drafting, (3) attention to audience before and during revising, and (4) attention to audience before and during both drafting and revising. Students' original and revised essays were scored holistically for overall quality and given separate holistic scores for organization, structure, development, grammar and mechanics, and attention to audience. Due to lower inter-rater reliability and other factors that are fully discussed, the study yielded no significant results.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Dissertations, Academic; Education, Higher; Composition (Language arts).
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
English; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Roen, Duane H.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleThe effects of attention to audience at different times during composing on the quality of freshmen's essays.en_US
dc.creatorWilley, Robert John.en_US
dc.contributor.authorWilley, Robert John.en_US
dc.date.issued1991en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study investigates the effects of writers attending to the informational needs of their readers at different times during composing. Each of 76 university freshmen enrolled in 7 sections of freshman composition and literature was randomly assigned to one of four treatment conditions: (1) no attention to audience, (2) attention to audience before and during drafting, (3) attention to audience before and during revising, and (4) attention to audience before and during both drafting and revising. Students' original and revised essays were scored holistically for overall quality and given separate holistic scores for organization, structure, development, grammar and mechanics, and attention to audience. Due to lower inter-rater reliability and other factors that are fully discussed, the study yielded no significant results.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectDissertations, Academicen_US
dc.subjectEducation, Higheren_US
dc.subjectComposition (Language arts).en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEnglishen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorRoen, Duane H.en_US
dc.contributor.committeememberEnos, Theresaen_US
dc.contributor.committeememberFleming, Margareten_US
dc.identifier.proquest9210331en_US
dc.identifier.oclc711796519en_US
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