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• W167788327 abstract "Research has suggested that students have difficulty completing content area writing assignments if the teacher's written instructions are not clear. Students' written work is more likely to be of higher quality if teachers specify the assignment's audience and purpose and offer prewriting instruction. Controversy exists over how explicit the instructions should be--whether they should contain an outline of the rriting process, or whether this should be implicit in the assignment--but there is some consensus that instructors should balance open-endedness with strategic directions or cues in the instructions. A study of instructors' writing assignments at the University of Texas at Austin revealed that instructors did offer the most crucial rhetorical cues, as well as other related ones, in their writing assignments. A content analysis of the writing assignments of 35 faculty members showed that two rhetorical dimensions, topic and specific task, appeared most frequently. Almost all of the 130 assignments contained topics, and those that did not were elaborated upon in class. Less popular were references to style, organization, purpose, and audience. Two thirds, however, contained imprecise language and mixed messages. Teachers must remember that student experiences grow out of instructions, and evaluation of the final written product is a response to the connection between an assignment and the product. (Thirty references are incl, 'ctd.) (JC) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U $ DEPARTMENT OF EDUCATION Otlrce Of Educattonal Research and Improvement EOUCARONAL RESOURCES INFORMATION CENTER IER.C) 18,4Thog document has been reproduced as received born the person or organtzalion ongonattng tt Mtnor changes have been made to improve reproduction qualify Points of stew or optntons stated in !hoe Clocu ment oo not net...sat.), rewez.an: OE RI posttton or policy Bridging the Communication Gap Between Teacher and Student: Composing Assignments in the Content Areas Paper Presented at the 77th Annual National Conference of Teachers of English" @default.
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• W167788327 date "1987-11-20" @default.
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• W167788327 title "Bridging the Communication Gap between Teacher and Student: Composing Assignments in the Content Areas." @default.
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