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Peer reviewedHatch, Jill A.; And Others – Written Communication, 1993
Considers how readers form impressions of writers' personalities while reading their texts. Reports on a series of studies which asked readers to respond to college application essays by high school students. Concludes that responses to texts concerning personality are highly predictable and, thus, can be influenced by the writer. (HB)
Descriptors: Audience Awareness, College English, English Instruction, High School Students
Peer reviewedHaswell, Richard H.; Briggs, Terri L.; Fay, Jennifer A.; Gillen, Norman K.; Harrill, Rob; Shupala, Andrew M.; Trevino, Sylvia S. – Written Communication, 1999
Replicates C. Haas and L. Flower's 1988 think-allowed reading study. Finds that, when reading a passage on a topic more familiar to first-year students, the undergraduates generated substantially more rhetorical comments than they did with the Haas and Flower passage. Cautions researchers and teachers to avoid hasty assumptions about underlying…
Descriptors: Audience Awareness, College Freshmen, Context Effect, Graduate Students
Peer reviewedGragson, Gay; Selzer, Jack – Written Communication, 1990
Analyzes two scientific journal articles from a reader-response perspective. Elaborates the rhetorical nature of scientific discourse and demonstrates that even within the constraints of the journal articles, scientists have considerable freedom to exercise choices. Explicates how writers use cues to direct readers into fictional roles. (MG)
Descriptors: Audience Awareness, Biology, Characterization, Higher Education
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