A Heuristic Model for Creating a Writer’s Audience
A Heuristic Model for Creating a Writer’s Audience
复制标题
创建作家受众的启发式模型
DOI：
10.2307/356376
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发表时间：
1980
期刊：
影响因子：
--
通讯作者：
Joanne F. Petrick
中科院分区：
文献类型：
--
作者：
F. Pfister;Joanne F. Petrick
作为写作教师，我们实际上忽略了写作过程中不可或缺的一部分：观众。我们没有教我们的学生如何分析受众，以及为什么内容和风格必须通过这样的分析来形成。学生可以写出成功的句子，具有成熟的句法流畅性，有一个清晰的论点，并有足够的支持它遵循逻辑发展模式，但仍然失败与他们的观众，因为他们没有一个合适的“修辞立场。“他们仍然不能写出成功的作品，因为他们对读者的了解太少或根本不了解。当作文老师把试卷退回时，学生们会对分数和写在试卷上的通常不太有帮助的评语感到愤怒或沮丧，我们一点也不应该责怪他们。那些成功地为我们写作的学生通常是因为他们了解我们，并且能够为老师的听众成功地写作。在真实的写作情境中，这些学生往往做得不那么好。问题是：为什么写作指导者忽视了教观众？
As teachers of writing, we have virtually ignored an integral part of the composition process: the audience. We have not taught our students how to analyze audience and why content and style must be formed by just such an analysis. Students can write successful sentences with mature syntactical fluency, have a clear thesis and adequate support for it following a logical mode of development, and still fail with their audiences because they do not have a suitable "rhetorical stance." They still fail to produce a successful composition because they have too little or no knowledge of their readers. Students become angry or discouraged with both the grade and the often not-too-helpful remarks they find scribbled on their papers when they are returned by composition teachers, and we should not blame them in the least. Those students who do write successfully for us often do so because they know us and can write successfully for the audience of one-the teacher. In a real writing situation, those students often do not do nearly as well. The question is: why have writing instructors neglected to teach audience?