Cover

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Title page, Copyright page

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pp. i-iv

Contents

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pp. v-vi

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Foreword by Victor Villanueva, Jr.

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pp. vii-xiv

Writing is a social act. This theme underlies every page of Audience Expectations and Teacher Demands. In keeping with a social perspective, Brooke and Hendricks employ a naturalistic research approach, draw from theories of critical education, and rest on insights provided by social...

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Introduction

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pp. xv-xx

This study addresses a pedagogical problem: how can we teach "writing for an audience" in an institutional setting where students know that the teacher, not the addressed audience, assigns the grade? Won't students spend far more time trying to figure...

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1. Theoretical and Methodological Background

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pp. 1-15

The focus of this study is on a particular problem-learning "to write to an audience" from within a classroom structure where a teacher, and not the audience, assigns grades. The problem, in short, is one of potentially conflicting...

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2. The Course

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pp. 16-52

The course we studied emerged against the backdrop of the writing program at the University of Minnesota as it existed between 1980 and 1985. Since 1986, Minnesota has been engaged in significant program revision, and the developing...

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3. Conclusions and Implications

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pp. 53-70

In the last chapter, we presented a detailed description of one first year writing class. vVe described the teacher's ideas, the ongoing activities, and the reactions of several students to this class. In this chapter, we will...

Appendix 1. Transcript of Interview with Small Group One

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pp. 71-102

Appendix 2. Full Class Interview

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pp. 103-118

Works Cited

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pp. 119-121

Author Biographies

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pp. 122-122

Back Cover

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pp. 123-123