In this lesson, grade 6-8 students analyze a variety of poets and their poetry by reading and listening to their work. Students then use information gathered from Internet resources to select a favorite poet and perform one of their poems for the class. During the four 30-minute and five 20-minute sessions, students will: analyze a variety of…

Examines the ways that social theories of audience have informed the perspectives of "invoked" and "addressed" readers--terms put forth by Lisa Ede and Andrea Lunsford. Critiques these terms, particularly for their failure to adequately acknowledge the multiplicity of readers. Argues that compositionists should embrace a more comprehensive social…

Presents a case study of one six-year-old that suggests that e-mail messages foster different skills and conventions than does print-based letter writing. Hopes to illuminate the writing practices children might develop as they engage in e-mail communication. (SG)

Presents students with the opportunity to evaluate e-writing techniques and information design components of two financial and investment Websites. Discusses strategies for teaching e-writing. Uses a three-part information design model developed by Carliner (2000). Discusses how the physical, cognitive, and affective aspects all work…

Considers how in recent years, media literacy education in the classroom has been viewed as a bridge to more sophisticated print literacy. Examines assumptions about the connections between popular media--using television as a specific example--and print literacies. Outlines three approaches to media literacy exploring advantages and disadvantages…

Discusses using a vase of dead roses in a writing class to teach students to deal with emotionally charged subject matter, see beyond the obvious, use language concisely to convey a message, and strike a universal chord in an audience--that is, to communicate intimately with an audience. (SR)

Explores possible responses to students' writings about religion. Suggests a social-epistemic response, urging students to examine their assumptions and to write for conflicting audiences. Proposes a unit on religious discourse, including various readings on religious rhetoric combined with students writing about their own religious background and…

Argues that composition students can become aware of audience and purpose and develop ideas for original essays through study of film reviews. Suggests relevant writing assignments. (RAE)

Traces the importance of authorship in literacy development, and shows how authorship can become one focus of a whole language classroom. (MM)

Describes several assignments and activities that focus on writing for "real-world" purposes, including writing to pen pals, government agencies, and for children or the elderly. (MM)

Describes the writing theories of Lev Vygotsky, and how they are borne out by modern research. Asserts the Vygotsky's ideas show why cooperative learning strategies such as peer response groups fit into the beginning stages of the composing process. Discusses Vygotsky's zone of proximal development. (PRA)

Describes an assignment for a sophomore-level technical-writing course which teaches students to respond to different audiences with different needs by having them analyze and then respond to actual complaint letters (on the same topic but from two very different people). Includes successful and unsuccessful responses generated by the students.…

Describes guidelines used in a unit devoted to legal issues in a business communication class. Teaches students how to avoid legal liability in their writing by choosing words carefully, avoiding words with negative connotations, preferring language with positive or neutral connotations, drawing conclusions carefully, writing with precision, and…

Describes a successful approach used by the author in "Composition and Literature" courses which teaches students to write in a relaxed manner about material unnatural to them (literary texts). Describes focusing on communicating to a generally ignorant reader who is knowledgeable about the work. Argues that papers became clearer as the semester…

Analyzes the ways three postcolonial feminists open up the workings of representation such that participants are no longer disposed in the classical tradition but are rather "beside themselves." Analyzes changes in concepts of ethos and audience under the historical conditions of postcoloniality. Attends to the ways teachers and students…