Definitions

Question: What are some classifications of definitions?

Answer: Defining Is An Unnatural act” A Study of Written Definitions. “Definitions were classified as synonym/antonym, explanation, descriptive or functional explanation, instance, use in a sentence, and repetition or association.” CLZ Blachowicz and PJL Fisher. 1988. P. 213.

Comment: Gave me something to think about. I’ll never look at definitions again without trying to define their method of defining. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” JD Marshall and RK Durst, Eds. Research in the Teaching of English (May 1990), 205-221.

Audience

Annotated Research

Question: When do college freshmen consider audience?

Answer: “Good and below-average college freshmen both deferred audience considerations until the revision stage of composing.” BA Raforth. 1989. P. 212.

Comment: As a result of teacher recommendation? This is not the first time that research on audience has suggested consideration of audience be deferred to the revision stage of the writing process. I think that consideration of audience in the revision stage makes sense—after, perhaps, initial assessment of audience during pre-writing. I will recommend it to my students. In other words, write the draft without considering audience, then revise by adapting to audience. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” JD Marshall and RK Durst, Eds. Research in the Teaching of English (May 1990), 205-221.

Word Processing

Annotated Research

Question: Does word processing affect the quality of student writing?

Answer: “Found that word processing affected the writing process of students, but not the quality of their written products.” JL Walther. 1989. P. 211.

Comment:  I’m not sure what this finding means. I still think that the major effect of word processing is on revision, but the quality of that revision lies in the pencil/paper or computerized brainstorming, thesis, and draft. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” JD Marshall and RK Durst, Eds. Research in the Teaching of English (May 1990), 205-221.

Topics for Writing

Question: Which did teachers prefer to read—compositions on assigned topics or student self-chosen topics?

Answer; “Found that the teacher responded to topics introduced by students rather than introducing topics herself.” JK Peyton and M Seyoun. 1989. P. 210.

Comment: I can see both sides to this issue. Students will obviously be more interested in writing about topics familiar to them. But they also have to learn how to deal with assigned topics. In either case, brainstorming as a prewriting technique will be helpful. The trouble is most writing tests don’t allow time for it. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” JD Marshall and RK Durst, Eds. Research in the Teaching of English (May 1990), 205-221.

Good Writers

Question: Do good community college writers prefer to read or write?

Answer: “Found that these students preferred to write rather than read.” J Martin-Wambu. 1989. P. 209.

Comment: I frankly don’t know what this finding means. If they are good at writing, I can understand their liking to write. But that doesn’t mean they don’t like to read. And don’t forget the technique of reading as a writer. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” JD Marshall and RK Durst, Eds. Research in the Teaching of English (May 1990), 205-221.

Prewriting

Annotated Research

Question: What is the effect of a prewriting semantic mapping technique on fourth-grade students’ writing?

Answer: “The prewriting group outperformed a control group on holistic scores, content, organization and vocabulary.” MRF Dryk. 1988. P. 208.

Comment: I wonder what effect other prewriting techniques, like brainstorming, would have on the writing product. Rays.

Title: “Annotated Bibliography of Research in the Teaching of English.” JD Marshall and RK Durst, Eds. Research in the Teaching of English (May 1990), 205-221.

Writing in Science and Technology

Annotated Research

 Question: What kinds of writing assignments are completed by students in science and technology?

Answer: “Most assignments emphasized reporting on specific participatory experiences with 25% specifying an audience other than the teacher.” G Braine. 1989. P. 207.

Comment: Not sure what “participatory experiences” means, but again an audience other than the teacher is part of the assignments. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” JD Marshall and RK Durst, Eds. Research in the Teaching of English (May 1990), 205-221.