The effects of attention to audience at different times during composing on the quality of freshmen's essays.
| dc.contributor.advisor | Roen, Duane H. | en_US |
| dc.contributor.author | Willey, Robert John. | |
| dc.creator | Willey, Robert John. | en_US |
| dc.date.accessioned | 2011-10-31T17:46:35Z | |
| dc.date.available | 2011-10-31T17:46:35Z | |
| dc.date.issued | 1991 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/185727 | |
| dc.description.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. | |
| dc.language.iso | en | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.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. | en_US |
| dc.subject | Dissertations, Academic | en_US |
| dc.subject | Education, Higher | en_US |
| dc.subject | Composition (Language arts). | en_US |
| dc.title | The effects of attention to audience at different times during composing on the quality of freshmen's essays. | en_US |
| dc.type | text | en_US |
| dc.type | Dissertation-Reproduction (electronic) | en_US |
| dc.identifier.oclc | 711796519 | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | doctoral | en_US |
| dc.contributor.committeemember | Enos, Theresa | en_US |
| dc.contributor.committeemember | Fleming, Margaret | en_US |
| dc.identifier.proquest | 9210331 | en_US |
| thesis.degree.discipline | English | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.name | Ph.D. | en_US |
| refterms.dateFOA | 2018-06-05T19:31:45Z | |
| html.description.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. |
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