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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
