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Wando Mount Pleasant Library
9 a.m. - 5 p.m.
Phone: (843) 805-6888
Main Library
9 a.m. - 5 p.m.
Phone: (843) 805-6930
McClellanville Library
9 a.m. – 1 p.m.
Phone: (843) 887-3699
Folly Beach Library
9 a.m. - 2 p.m.
Phone: (843) 588-2001
Miss Jane's Building (Edisto Library Temporary Location)
9 a.m. – 1 p.m.
Phone: (843) 869-2355
West Ashley Library
9 a.m. - 5 p.m.
Phone: (843) 766-6635
John L. Dart Library
9 a.m. - 5 p.m.
Phone: (843) 722-7550
St. Paul's/Hollywood Library
9 a.m. - 5 p.m.
Phone: (843) 889-3300
Mt. Pleasant Library
9 a.m. – 5 p.m.
Phone: (843) 849-6161
Dorchester Road Library
9 a.m. - 5 p.m.
Phone: (843) 552-6466
Edgar Allan Poe/Sullivan's Island Library
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John's Island Library
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Phone: (843) 559-1945
Otranto Road Library
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Phone: (843) 572-4094
Hurd/St. Andrews Library
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Baxter-Patrick James Island
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Bees Ferry West Ashley Library
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Phone: (843) 805-6892
Village Library
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Phone: (843) 884-9741
Keith Summey North Charleston Library
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'This Is the Type of Audience I've Learned to Write to My Whole Life': Exploring Student Perspectives about Writing for Different Types of Audiences
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- Author(s): Fisher, Rick; DeDiego, Amanda C.; Cooper, Kathryn E.; Frye, Kathleen; Larson, Michele D.; Duball, Chelsea
- Language:
English- Source:
Across the Disciplines. Dec 2022 19(3-4):198-224.- Publication Date:
2022- Document Type:
Journal Articles
Reports - Research- Online Access:
- Language:
- Additional Information
- Availability: WAC Clearinghouse. Colorado State University, Fort Collins, CO 80523. Tel: 970-491-3132; Web site: http://wac.colostate.edu
- Peer Reviewed: Y
- Source: 27
- Education Level: Higher Education
Postsecondary Education - Subject Terms:
- ISSN: 1554-8244
- Abstract: In this study at a research-intensive public university, a group of eight instructors across a range of disciplines designed a writing assignment in which students (n=104) chose to write to one of three audiences--the teacher, a novice, or an adjacent expert. Students were then asked to complete a questionnaire that included open-ended questions about why they chose a particular audience and why they thought writing to different audiences was or was not valuable. This study design allowed us to answer three questions: (a) do students value writing to different audiences? (b) if so, why? and (c) how are students' perspectives about writing to an audience of their choice connected to their perceived engagement and their perceptions of the assignment's ease? Unexpectedly, writing for the instructor was the most commonly selected option of our participants--a decision students made based in part on their perceptions of relative ease and familiarity of the task and audience. Yet, at the same time, participants valued being asked to write for different types of audiences, in part because they saw other audiences as stretching their rhetorical skills. Of note, too, was the fact that students rarely referred to grading as a motive for their choice. Quantitative analysis confirms that students' choice of audience was not based on an inherent sense that one audience type was easier to write for than others. These findings inform ongoing conversations about writing-to-learn, writing transfer, and anti-racist teaching.
- Abstract: As Provided
- Publication Date: 2023
- Accession Number: EJ1375058
- Availability:
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