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The Effects of Reader Awareness : = A Case Study of Three ESL Student Writers (Composing Process, Second Language Acquisition, Discourse Theory, Revision).

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Effects of Reader Awareness :/
Reminder of title:	A Case Study of Three ESL Student Writers (Composing Process, Second Language Acquisition, Discourse Theory, Revision).
Author:	Rorschach, Elizabeth Gayle.
Description:	1 online resource (259 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 47-07, Section: A.
Contained By:	Dissertations Abstracts International47-07A.
Subject:	Language arts. -
Online resource:	click for full text (PQDT)
ISBN:	9798205970549

The Effects of Reader Awareness : = A Case Study of Three ESL Student Writers (Composing Process, Second Language Acquisition, Discourse Theory, Revision).
Rorschach, Elizabeth Gayle.

The Effects of Reader Awareness :A Case Study of Three ESL Student Writers (Composing Process, Second Language Acquisition, Discourse Theory, Revision). - 1 online resource (259 pages)

Source: Dissertations Abstracts International, Volume: 47-07, Section: A.

Thesis (Ph.D.)--New York University, 1986.

Includes bibliographical references

Composing process researchers and discourse theorists recognize that discourse establishes a relationship between the writer and the reader and have called for more research that examines the extent to which awareness of readers affects the choices that writers make. Research on the composing processes of ESL writers has shown that they are aware of their readers, but we known neither how ESL writers construe their readers not to what extent audience awareness affects their choices when composing. A case study was conducted with three advanced ESL college students enrolled in basic writing courses to examine how audience awareness influenced their revisions. The students were interviewed about the choices they had made when writing and revising two essays, and from the interviews were developed models of the students' concepts of their readers. The responses of outside readers to the students' final drafts were used to evaluate the success of the students' choices. It was found that, between the first and second essays, the students' writing became more restricted and fewer idea-governed revisions occurred. The students perceived narrower expectations of the reader (teacher/examiner) and relied more on their teacher's instructions about essay structure and content to meet teacher-set criteria for evaluation of their writing. The students' concerns shifted from developing ideas to producing correct surface features as a result of their narrowing concept of the reader. The outside readers reacted to the students' essays by deploring the lack of idea development, and some of the readers attributed this lack to the students' conformity to the essay structure they had been taught. The findings of the study suggest not only that teacher behavior influenced the students' concepts of their readers, but also that instruction intended to ease the writing task resulted in less need for extended thinking and less fluent writing. Implications of the study include questions about the efficacy of writing instruction that focuses on form and grammar without first addressing the students' ideas in their writing, and about the belief that mastering a specific essay structure will ease the task of expository writing for ESL students.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798205970549Subjects--Topical Terms:

556677
Language arts.
Index Terms--Genre/Form:

554714
Electronic books.

The Effects of Reader Awareness : = A Case Study of Three ESL Student Writers (Composing Process, Second Language Acquisition, Discourse Theory, Revision).
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245 1 4 $a The Effects of Reader Awareness : $b A Case Study of Three ESL Student Writers (Composing Process, Second Language Acquisition, Discourse Theory, Revision).
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500 $a Source: Dissertations Abstracts International, Volume: 47-07, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
502 $a Thesis (Ph.D.)--New York University, 1986.
504 $a Includes bibliographical references
520 $a Composing process researchers and discourse theorists recognize that discourse establishes a relationship between the writer and the reader and have called for more research that examines the extent to which awareness of readers affects the choices that writers make. Research on the composing processes of ESL writers has shown that they are aware of their readers, but we known neither how ESL writers construe their readers not to what extent audience awareness affects their choices when composing. A case study was conducted with three advanced ESL college students enrolled in basic writing courses to examine how audience awareness influenced their revisions. The students were interviewed about the choices they had made when writing and revising two essays, and from the interviews were developed models of the students' concepts of their readers. The responses of outside readers to the students' final drafts were used to evaluate the success of the students' choices. It was found that, between the first and second essays, the students' writing became more restricted and fewer idea-governed revisions occurred. The students perceived narrower expectations of the reader (teacher/examiner) and relied more on their teacher's instructions about essay structure and content to meet teacher-set criteria for evaluation of their writing. The students' concerns shifted from developing ideas to producing correct surface features as a result of their narrowing concept of the reader. The outside readers reacted to the students' essays by deploring the lack of idea development, and some of the readers attributed this lack to the students' conformity to the essay structure they had been taught. The findings of the study suggest not only that teacher behavior influenced the students' concepts of their readers, but also that instruction intended to ease the writing task resulted in less need for extended thinking and less fluent writing. Implications of the study include questions about the efficacy of writing instruction that focuses on form and grammar without first addressing the students' ideas in their writing, and about the belief that mastering a specific essay structure will ease the task of expository writing for ESL students.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
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710 2 $a New York University. $3 1185263
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