Actively Learning about Readers: Audience Modelling in Business Writing
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| Title: | Actively Learning about Readers: Audience Modelling in Business Writing |
|---|---|
| Language: | English |
| Authors: | Holst-Larkin, Jane |
| Source: | Business Communication Quarterly. 2008 71(1):75-80. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 6 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Spelling, Writing Strategies, Audiences, Editing, Feedback (Response), Writing Instruction, Technical Writing, Business Communication, Protocol Analysis, Peer Evaluation, Active Learning, Reader Response |
| DOI: | 10.1177/1080569907312878 |
| ISSN: | 1080-5699 |
| Abstract: | The advantages of peer feedback in business writing classes are clear in that feedback comes from different perspectives and sometimes carries extra credibility coming from fellow students. However, students also hesitate to criticise their friends and prefer praising in a general way rather than suggesting improvements, which requires confidence. Feedback is weighted towards "editing" comments--grammatical, usage, or spelling errors--rather than comments about a writer's approach, tone, or writing strategies. As such, the author of this article was able to adapt Schriver's (1997) Protocol-Aided Audience Modelling (PAM) method and utilize recent software usability research in encouraging a new kind of "peer editing" for her business writing classes. Surveys conducted at the end of two semesters asking for "feedback on our feedback classes" indicate that students are pleased with the PAM technique in helping them critique their own writing from an audience perspective. (Contains 1 table.) |
| Abstractor: | ERIC |
| Number of References: | 3 |
| Entry Date: | 2008 |
| Accession Number: | EJ793489 |
| Database: | ERIC |
| Abstract: | The advantages of peer feedback in business writing classes are clear in that feedback comes from different perspectives and sometimes carries extra credibility coming from fellow students. However, students also hesitate to criticise their friends and prefer praising in a general way rather than suggesting improvements, which requires confidence. Feedback is weighted towards "editing" comments--grammatical, usage, or spelling errors--rather than comments about a writer's approach, tone, or writing strategies. As such, the author of this article was able to adapt Schriver's (1997) Protocol-Aided Audience Modelling (PAM) method and utilize recent software usability research in encouraging a new kind of "peer editing" for her business writing classes. Surveys conducted at the end of two semesters asking for "feedback on our feedback classes" indicate that students are pleased with the PAM technique in helping them critique their own writing from an audience perspective. (Contains 1 table.) |
|---|---|
| ISSN: | 1080-5699 |
| DOI: | 10.1177/1080569907312878 |
