Traces the development of studies of writing related to teaching and learning that have appeared in "Research in the Teaching of English" (RTE) between 1966 and 1986. Finds that RTE has served to both maintain the dominant paradigm and act as a forum for calls to pursue other research approaches. (JAD)

Argues that the Public Broadcasting Service's science series "NOVA" dramatizes science for an elite audience. Notes that a variety of devices are used to maintain dramatic tension and to define the scientist as a special type of person. Argues that the failure of "NOVA" to demystify science has ideological significance. (RS)

Examines materials designed to improve children's writing or composition abilities. Focuses on whether the materials have students use the task/strategy/skill in such a way that they can transfer the task to other materials in reading or writing situations that serve a real function. (MG)

Examines definite constructions in 15 editorial articles from the "Christian Science Monitor." Classifies each construction as either re-evoking, new, or inferable. Argues that inferable constructions are most interesting since they indicate what the writer believes the reader is capable of inferring. Concludes that such conventions make…

Describes a study that examined the coverage of African American reference books in reference book reviewing media. Topics addressed include review recommendation statements; content analysis of reviews; review selection criteria; use of audience as a constraint on review evaluations or to exclude reviews; and review editors. (Contains eight…

Notes that the move from writing privately to writing professionally can be daunting. Suggests that various kinds of sharing, group interaction, and feedback from colleagues can ease the transition from private to public writing. (SR)

Advocates asking business communications students to compose entries into role-playing journals as a means of practicing the concepts of audience analysis and appropriateness of language to speaker and context. Describes the assignment, the way it can be analyzed, and the benefits of the approach. (HB)

Discusses how a high school English teacher expanded the audiences for her students' writing by developing an advanced senior writing seminar and using portfolios, peer evaluation, and parent participation. Notes that a community formed and was held together by mutual respect. (RS)

Describes a year-long study of the reading dialogue journals of eight eighth grade students. Finds that responses dealt with ongoing business, summaries, metacognitive responses, connections, and evaluation of text and author. Discusses how such journals promote reading development and how journal entries differ according to audience. (SR)

Letters from 18 average sixth-grade writers were analyzed for context-creating (background) and persuasive (strategic) text elements. Analysis revealed that sixth graders use context-creating elements to provide helpful background information for their audiences, rely on logical reasoning for persuasion, and have some understanding of text…

Describes a technical writing assignment in which students learn to consider the needs of an audience through writing query letters. Discusses researching the magazine, comparing competitors, editors' responses, and the advantages results of the assignment. (PRA)

Offers a model lesson that uses television commercials to foster in students a more sophisticated awareness of audience. (SR)

Analyzes earlier studies which suggest that women are better than men in considering audience during writing tasks. Argues that little difference actually exists between males and females as they construct a verbal and visual set of instructions. Provides data from original research on this topic. (HB)

Investigates the effects of letter writing on the writing of sixth graders. Describes the process of establishing a communicative relationship between the writer and the audience. Finds that students' writing improved in the following areas: length, syntax, paragraphing, openings and closings, questions, topics, and borrowed features. (PRA)

Discusses the difficulties with anticipating reader needs and evaluating a text's effectiveness. Reviews current methods of evaluating audience needs such as peer review and audience testing. Describes a reader-focused assignment detailing the class preparation, peer review, reader testing, reader response, and student response to reader…