Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

Monthly Update sign up
Mailing List signup
Search
MENU
Key Points
Things To Consider
In the Classroom
Additional Resources
workshop 3 guide
(PDF)

  HOME     About This Workshop     Teacher-Talk     Support Materials     Site Map  
Things To Consider
"When I'm thinking of audience, I always ask, 'What is the purpose of the reader in coming to that piece?"

- Ruthanne Lum McCunn
Ruthanne Lum McCunn
JUMP TO WORKSHOP
First Steps A Shared Path Different Audiences Different Purposes
Usage and Mechanics Providing Feedback on Student Writing Learning from Professional Writers Writing in the 21st Century
  • Some people feel that identifying an audience and writing to them at the very outset of the writing processes unduly inhibits a writer. Others believe that identifying an audience is the first task a writer should tackle. What do you think? Select the choice that most closely reflects your thinking.
        I believe writers should ignore their audience until they have a firm idea of what they want to say and have written at least a first draft.

        I believe one of the first tasks writers should handle is identifying their audience and thinking about their expectations and needs—even before writing a first draft.

        I believe that the decision of when and how to consider an audience is an individual one, dependent upon the writer and the writing task.

        I believe that people should pay more attention to what they want to say even if it means they completely ignore their audience.

  • In cross-curricular projects, students have to consider the expectations of audiences different from the ones they traditionally address in English language arts.

  • Should high school writing teachers be worried about preparing their students for writing tasks in college or other career paths, and meeting the needs of other audiences? Lucy Calkins doesn’t completely agree. In an interview for this project, she stated:
    “I think everybody worries a great deal about giving kids experiences that will prepare them for the task, prepare them for college. And that then in the name, . . . the worry over getting kids ready for college or getting kids ready for the task or getting kids ready, I think sometimes leads teachers to teach in ways that aren’t necessarily giving kids an opportunity to do the work they need to do. High school kids are teenagers. They’re trying to develop a sense of who they are, to author their own lives, to develop a relationship with literacy which is a new kind of relationship as they become adults. And I think that we need to say, ‘How can writing help high school kids to compose a sense of who they are and where they’re going in life?’ I don’t think it should be always writing for the task or writing for the college. And I think that the truth of the matter is, if you ask colleges what they’re looking for, it’s kids who love to write, who write well, who have a connection to literacy, who can use words with flair and with delight and pleasure and power. So I think we should probably spend less time trying to predict what the colleges want, and more time trying to make sure that our kids are using writings in ways that are really powerful for them right now.”
    What do you think? Share your opinions on Channel-Talk.

  • Personal stories often speak volumes. Read and listen to college sophomore Kendra Jones talk about what happened to her when she transitioned to college and encountered new audiences and more complex writing assignments.

155 previous   next 

 

 
INTERACTIVES
Arbiter 
Build a Rubric 
Writer's Notebook 

© Annenberg Foundation 2014. All rights reserved. Legal Policy