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by John HENDRICKS B.A. Ph.D.,Robert Brooke
Download Audience Expectations and Teacher Demands (Studies in Writing and Rhetoric) fb2
Writing Research & Publishing Guides
  • Author:
    John HENDRICKS B.A. Ph.D.,Robert Brooke
  • ISBN:
    0809315149
  • ISBN13:
    978-0809315147
  • Genre:
  • Publisher:
    Southern Illinois University Press; 1st edition (March 31, 1989)
  • Pages:
    144 pages
  • Subcategory:
    Writing Research & Publishing Guides
  • Language:
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    1973 kb
  • ePUB format
    1324 kb
  • DJVU format
    1190 kb
  • Rating:
    4.2
  • Votes:
    120
  • Formats:
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Robert Brooke and John Hendricks examine the difficult task of teaching "writing for an audience" in a classroom where students know that the teacher, not the addressed audience, assigns the grade.

Robert Brooke and John Hendricks examine the difficult task of teaching "writing for an audience" in a classroom where students know that the teacher, not the addressed audience, assigns the grade. The authors describe in detail a particular writing class, taught by Brooke and observed by Hendricks, that attempted to teach writing for an audience. By combining the experiences from their study with student reactions to the class, they draw some conclusions about the dynamics of teaching writing and about learning in general.

Audience Expectations and Teacher Demands. by Robert Brooke and John Hendricks. Select Format: Paperback. ISBN13:9780809315147.

Robert Brooke is Assistant Professor of English and Co-coordinator of Composition, University of. .He received the 1988 Braddock Award for his article, ""Lacan, Transference, and Writing Instruction.

Robert Brooke is Assistant Professor of English and Co-coordinator of Composition, University of Nebraska-Lincoln. "John Hendricks taught composition in the Department of English at the University of s and is presently a medical student in the University of Minnesota Medical School, where he is a member of the Educational Policy Committee.

Other Books in the Studies in Writing &: Rhetoric Series. Mutuality in the RhetoriC and Com­ position Classroom David L Wallace and Helen Rothschild Ewald

Other Books in the Studies in Writing &: Rhetoric Series. Rhetoric and Reality: Writing Instruction in American Colleges, 1900-1985 James A. Berlin. Writing Imtruction in Nineteenth­ Century American Colleges James A, Berlin. Audience Expectations and Teacher Demands Robert Brooke and John Hendricks. Dialogue, Dialectic, and Conversa­ tiOlt: A Social Perspective on the Function of Writing Gregory Clark. Mutuality in the RhetoriC and Com­ position Classroom David L Wallace and Helen Rothschild Ewald. Evaluating College Writing Programs Stephen P Witte and Lester Faigley. Rehearsing New Roles.

The first book to explore rhetorical refusals—instances in which speakers and writers deliberately flout the conventions of rhetoric and defy their audiences’ expectations— Rhetorical Refusals: Defying Audiences’ Expectations. Through a series of case studies, John Schilb demonstrates the deeper meanings contained within rhetorical refusals: when dance critic Arlene Croce refused to see a production that she wrote about; when historian Deborah Lipstadt declined to debate Holocaust deniers; when President Bill Clinton denied a grand jury answers to their questions; and when Frederick Douglass refused to praise Abraham Lincoln unequivocally.

Rhetorical Feminism and This Thing Called Hope (Studies in Rhetorics and Feminisms). Rhetoric as a Posthuman Practice. Living in Information: Responsible Design for Digital Places.

Informationen zum Titel Audience Expectations and Teacher Demands .

Informationen zum Titel Audience Expectations and Teacher Demands aus der Reihe Medical humanities Robert Brooke and John Hendricks examine the difficult task of teaching writing for an audience in a classroom where students know that the teacher, not the addressed audience, assigns the grade.

This book is comprised of 28 alternating grammar and vocabulary units, 14.

There s a variety of exercise types leading up to exam practice for the FCE, ECCE and State (KPG) exams.

Writing and Response. Teacher-Designed Student Feedback: A Strategy for Improving Classroom Instruction (Analysis and action series) 3. Bates, . Lane, . & Lange, E. (1993). Writing clearly: Responding to ESL compositions. Boston, MA: Heinle & Heinle. 4. Belcher, . & Braine, G. (1995). 5. & Connor, U. (Ed. (2001). Reflections on multiliterate lives. Buffalo, NY: Multilingual Matters. 6. & Hirvela, A.

The audience―the community of readers who will use the texts a writer produces―must be an important influence on the writer for his or her work to be effective.

Robert Brooke and John Hendricks examine the difficult task of teaching "writing for an audience" in a classroom where students know that the teacher, not the addressed audience, assigns the grade.

The authors describe in detail a particular writing class, taught by Brooke and observed by Hendricks, that attempted to teach writing for an audience. By combining the experiences from their study with student reactions to the class, they draw some conclusions about the dynamics of teaching writing and about learning in general.