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Authentic Audience Kathleen 2006

Kevin Hodgson
Kevin Hodgson

The document discusses how providing an authentic audience for student writing can improve engagement and effectiveness. When students understand the purpose and intended audience of their writing, they become more invested in the writing process. Additionally, effective writers change their writing style to suit the intended audience and purpose of the writing task. The document raises questions about how to provide authentic audiences and ownership for students to help them improve their writing skills.

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Authentic Audience and its Impact on Student Writing Kathleen G. Monument Valley Regional Middle School
Writing has purpose Engaged writers are more effective writers Effective writers receive positive feedback from their audience, and become more engaged in the process of writing Writers who understand the purpose of their writing are more engaged and invested in their work
Audience impacts form Effective writers change the form of their writing to suit the intended audience and the purpose of the writing task Emerging writers need to rehearse different forms of writing When writers have control over the form and/or the function of their writing, they become more invested in that writing
Questions and Implications for Instruction Does my current teaching practice lack student ownership? Is my instruction organized effectively to provide the necessary skills and experiences for students to succeed? What constitutes authentic audience? What role does the product play in creating authenticity?
Resources Atwell, Nancie. In the Middle: New Understandings about Writing, Reading and Learning , Portsmouth, NH: Heinemann, 1998. Bergeron, Bette S. and Rudenga, Elizabeth A., The Five Elements of an Authentic Writing Experience Conner, Angela M. and Moulton, Margaret R., Motivating Middle School Students to Revise and Edit, English Journal, (Sept. 2000): 72-79. Lewis, Starr. Ten Years of Puzzling about Audience Awareness, The Clearing House, (March/Apr. 2000): 191-196. Soderlund, Michael D. Classroom Memos: Creating Purposeful Dialogue, English Journal, (Nov. 1993): 55-61.

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Authentic Audience Kathleen 2006

  • 1. Authentic Audience and its Impact on Student Writing Kathleen G. Monument Valley Regional Middle School
  • 2. Writing has purpose Engaged writers are more effective writers Effective writers receive positive feedback from their audience, and become more engaged in the process of writing Writers who understand the purpose of their writing are more engaged and invested in their work
  • 3. Audience impacts form Effective writers change the form of their writing to suit the intended audience and the purpose of the writing task Emerging writers need to rehearse different forms of writing When writers have control over the form and/or the function of their writing, they become more invested in that writing
  • 4. Questions and Implications for Instruction Does my current teaching practice lack student ownership? Is my instruction organized effectively to provide the necessary skills and experiences for students to succeed? What constitutes authentic audience? What role does the product play in creating authenticity?
  • 5. Resources Atwell, Nancie. In the Middle: New Understandings about Writing, Reading and Learning , Portsmouth, NH: Heinemann, 1998. Bergeron, Bette S. and Rudenga, Elizabeth A., The Five Elements of an Authentic Writing Experience Conner, Angela M. and Moulton, Margaret R., Motivating Middle School Students to Revise and Edit, English Journal, (Sept. 2000): 72-79. Lewis, Starr. Ten Years of Puzzling about Audience Awareness, The Clearing House, (March/Apr. 2000): 191-196. Soderlund, Michael D. Classroom Memos: Creating Purposeful Dialogue, English Journal, (Nov. 1993): 55-61.