scholarly journals Audience Awareness and Responses of Accompanying Warnings on Malaria Medication Adverts

2021 ◽  
Vol 9 (7) ◽  
Author(s):  
Okpanachi Ache Ruth ◽  
Adum N Allen ◽  
Obaje Akoji Austine
Keyword(s):  
Audience Awareness

Back to the Human in John Logan’s “Red”

2017 ◽  
Vol 13 (2) ◽  
Author(s):  
Armin Gómez ◽  
Eva Citlali Martínez
Keyword(s):  
Main Character ◽  
Large Format ◽  
Abstract Expressionist ◽  
Mark Rothko ◽  
Audience Awareness ◽  
Understanding Pictures

AbstractLaureate play “Red,” by John Logan, is a dramatic representation of biographical facts about and intellectual positions of the Abstract Expressionist painter Mark Rothko (1903–1970). With the tool of semiotic methodology named “Dramatology” it is possible to appreciate both text and staging – which go beyond a theatrical experience. “Red” leads the reader/spectator to question current human pragmatism and environmental insensitivity. Its main character wants to change the usual perspective of seeing and understanding pictures in order to achieve a more emotional and enriching art experience. The staging embraces certain tasks such as the construction of a large-format frame and the application of red paint on a canvas to stimulate the audience’s senses, breaking theatrical illusion. Ecocriticism allows us to describe the dramatic strategies of “Red” that raise audience awareness.

scholarly journals Genre Knowledge and Writing Development: Results From the Writing Transfer Project

2019 ◽  
Vol 37 (1) ◽  
pp. 69-103 ◽  
Author(s):  
Dana Lynn Driscoll ◽  
Joseph Paszek ◽  
Gwen Gorzelsky ◽  
Carol L. Hayes ◽  
Edmund Jones
Keyword(s):  
General Education ◽  
Institutional Design ◽  
Explanatory Power ◽  
Theoretical Work ◽  
Writing Development ◽  
First Year ◽  
Writing Courses ◽  
Key Factor ◽  
Genre Knowledge ◽  
Audience Awareness

Using a mixed-methods, multi-institutional design of general education writing courses at four institutions, this study examined genre as a key factor for understanding and promoting writing development. It thus aims to provide empirical validation of decades of theoretical work on and qualitative studies of genre and the nature of genre knowledge. While showing that both simplistic and nuanced genre knowledge promote writing development, our findings suggest that nuanced genre knowledge correlates with writing development over the course of a semester. Based on these findings, we propose an expanded view of Tardy’s four genre knowledge components and argue for their explanatory power. We recognize these genre components can be cultivated by using three particular strategies: writing for nonclassroom audiences, using source texts explicitly to join existing disciplinary conversations, and cultivating two types of metacognitive awareness (awareness of the writing strategies used to complete specific tasks and awareness of one’s levels of proficiency in particular types of writing knowledge). Findings can be used to enrich first-year or upper-division writing curricula in the areas of genre knowledge, audience awareness, and source use.

scholarly journals Interdisciplinary Pedagogical Actions to Optimize Engineering Undergraduate Written Production

10.29007/6434 ◽  
2018 ◽  
Author(s):  
Alicia Noceti
Keyword(s):  
Engineering Students ◽  
Time Window ◽  
Mother Tongue ◽  
Linguistic Features ◽  
Generic Structure ◽  
Food Engineering ◽  
Final Project ◽  
Written Production ◽  
Academic Genres ◽  
Audience Awareness

Writing is extremely challenging for engineering students. Navarro (2012) asserts that academic literacy in the mother tongue is similar to learning a foreign language as it involves immersion in a new culture. Food Engineering undergraduates (School of Food Science, University of Entre Ríos) face this difficulty when they have to write their Final Project. As a consequence, interdisciplinary actions were implemented by engineers and linguists (both in English and Spanish) in order to raise students´ awareness of this genre characteristics, to facilitate its production and to write relevant titles and abstracts. The importance of both title and abstract is paramount once the Final Projects are uploaded to the university website in order to attract readers. The objective of this study was to explore whether interdisciplinary actions could optimize undergraduates´ written production. All titles produced since the first Food Engineer graduated were collected. This corpus analysis revealed that titles were extremely short and provided very little information. Consequently, pedagogical activities were designed and implemented as from 2012. An exploration of antecedent or prior genre knowledge (Artemeva, N. & Fox., J., 2010) was carried out in different workshops. Generic structure, audience awareness, rhetorical functions and linguistic features studied in the English courses were activated. Writing seminars in Spanish were implemented in 5º year. In addition, undergraduates attended tutorials with the engineers and then and then interviews with the linguists. In several meetings students discussed titles and abstracts (in Spanish and English), designed their slides for the oral defense and rehearsed their oral presentations. The analysis of the corpus including all projects´ titles defended within the time window that included our actions indicated that students had activated their previous generic knowledge. Feedback from students, after graduation, demonstrated that interdisciplinary activities included language as an across the curriculum content and contributed to the adequate production of academic genres. Results may affect curricular design and decisions at the macro level since implementation of writing seminars along undergraduates´ trajectories has been positioned as a top priority.

To Whom Do We Write?

2015 ◽  
pp. 197-208 ◽  
Author(s):  
Shaker Ali Al-Mohammadi ◽  
Emira Derbel
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Current Level ◽  
Complex Process ◽  
Composition Classes ◽  
Efl Students ◽  
Audience Awareness ◽  
The Relationship

Writing is a complex process and used of course for an incalculable range of purposes and audiences. Teaching students to write in their mother tongue is hard, but teaching them to do this in a second or foreign language is even harder. This chapter focuses on the question of audience in teaching and learning writing, arguing that it is vital for students to be aware of an audience that eventually determines what, why, and how they will write. It seeks to provide a thorough understanding of Omani EFL students' conception of audience and their current level of audience awareness and also to explore the relationship between audience awareness and students' performance in composition classes and tests.

How report writing supports paramedic students' learning

2020 ◽  
Vol 10 (1) ◽  
pp. 2-7 ◽  
Author(s):  
Elizabeth L. Angeli
Keyword(s):  
Writing Skills ◽  
Writing Studies ◽  
Threshold Concepts ◽  
Transformative Power ◽  
Writing Theory ◽  
Critical Skills ◽  
Pass Through ◽  
Audience Awareness ◽  
Training Programmes ◽  
Writing Practice

Writing skills are critical as emergency medical services (EMS) use them to support patient care, yet limited research supports EMS writing practice and pedagogy. The field of writing studies and its sub-field of technical communication offers theories and methods to understand these skills. Grounded in writing theory, this article reports on a longitudinal study about paramedic documentation training and uses the framework of ‘threshold concepts’: ideas, knowledge, and skills writers gain that transform learning. This study collected paramedic students' writing over 2 years, and participants also completed interviews and focus groups. Grounded theory and textual analysis guided data analysis. Findings suggest that paramedic students pass through significant learning thresholds when they write during field training, including developing expertise, audience awareness, and reflection. In turn, writing provides an opportunity for paramedic students to learn critical skills. This article provides assignment ideas that training programmes can use to harness writing's transformative power.

Writing for “The Audience”

1981 ◽  
Vol 103 (2) ◽  
pp. 342-345 ◽  
Author(s):  
M. C. Cosgrove
Keyword(s):  
Technology Transfer ◽  
Technical Level ◽  
Design Technology ◽  
Mathematical Formulas ◽  
Audience Awareness ◽  
To Receive

Design technology transfer can be greatly facilitated by studying “the audience” expected to receive and act on the information. Before writing begins, knowledge of the audience should influence design of reports in the various choices made concerning technical level, vocabulary, organization, etc. During writing, audience awareness facilitates the writing of simple and direct prose. When writing is completed, it can be checked by reference to several mathematical formulas which will indicate its readability for a given audience.

Exploring the effects of web-based communication tasks on the development and transferability of audience awareness in L2 writers

2020 ◽  
Vol 43 (3) ◽  
pp. 277-301
Author(s):  
Miyuki Sasaki ◽  
Kyoko Baba ◽  
Ryo Nitta ◽  
Paul Kei Matsuda
Keyword(s):  
Social Networking ◽  
Writing Instruction ◽  
Experimental Studies ◽  
Social Networking Service ◽  
Web Based ◽  
Online Writing ◽  
Japanese Students ◽  
Quasi Experimental ◽  
Audience Awareness

Abstract This article reports on two quasi-experimental studies that investigated the possible development and transfer of audience awareness in novice EFL writers as they engaged in online writing tasks through a Social Networking Service (SNS). Japanese students from two universities were asked to write, read, and comment on other students’ writing once a week. The two studies were arranged sequentially so as to capture in an exploratory but jointly illuminating manner whether and how the “elusive” (Hyland, 2005) construct of “sense of audience” can develop and transfer across genres. The results of both studies suggest that the SNS environment can help L2 writers develop audience awareness and transfer that awareness across genres when two conditions are met: (1) the genre of the SNS tasks should be perceived as similar to that for which transfer was expected; and (2) the students did not develop a sense of audience in previous writing instruction.

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