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Hits 1 – 6 of 6
1
Methods for developing literacy in professional and academic contexts: Using protocol-assisted modeling
Dressen-Hammouda, Dacia
In: Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing ; https://hal.uca.fr/hal-03473195 ; Laura-Mihaela Muresan; Concepión Orna-Montesinos. Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing, Palgrave Macmillan, pp.81-100, 2021, ⟨10.1007/978-3-030-62877-2⟩ (2021)
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2
Using Online Genres to Promote Students’ Audience Awareness
Taylor, Elena
In: Journal on Empowering Teaching Excellence (2021)
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3
A Case Study: The Role of Student-Generated Vidcasts in K-12 Language Learner Academic Language and Content Acquisition
Green, Lucy Santos
;
Inan, Fethi A.
;
Maushak, Nancy J.
In: Leadership, Technology, and Human Development Faculty Publications (2014)
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4
What makes a skilled writer? Working memory and audience awareness during text composition
Alamargot, Denis
;
Caporossi, Gilles
;
Chesnet, David
...
In: ISSN: 1041-6080 ; Learning and Individual Differences ; https://hal.archives-ouvertes.fr/hal-02109171 ; Learning and Individual Differences, Elsevier, 2011, 21 (5), pp.505-516. ⟨10.1016/j.lindif.2011.06.001⟩ (2011)
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5
Integration of Student-Generated Vidcasts into English Language Learner K-12 Classrooms
Green, Lucy Santos
;
Inan, Fethi A.
;
Maushak, Nancy J.
In: Leadership, Technology, and Human Development Faculty Publications (2011)
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6
Correspondence concerning this article should be addressed to
Regina Jucks
;
Petra Schulte-löbbert
;
Rainer Bromme
In: http://wwwpsy1.uni-muenster.de/imperia/md/content/psychologie_institut_3/ae_bromme/pdf/juschubro_zfp.pdf
Abstract:
Communicating expert knowledge to a lay addressee in writing is a demanding task that requires a great deal of mental effort. This article reports on a study in which experts were prompted to reflect either on a text they had produced (content focus condition) or on its comprehensibility to a layperson (recipient focus condition). A software tool highlighted the specialist terms or concepts used by the expert writers and guided the reflection process. Subsequent to this reflection phase, writers had the opportunity to revise their texts. Experts in the recipient focus condition significantly expanded their texts and made more meaningful revisions. For example, they were more likely than experts in the content focus condition to explain central concepts in their revision. Results are discussed from the perspective of writing theories and in terms of their practical implications for written knowledge communication.
Keyword:
audience awareness
;
expert–layperson communication
;
Knowledge communication
;
text comprehensibility
;
text revision
;
writing
URL:
http://wwwpsy1.uni-muenster.de/imperia/md/content/psychologie_institut_3/ae_bromme/pdf/juschubro_zfp.pdf
http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.531.9232
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