Literaturnachweis - Detailanzeige
| Autor/inn/en | Armbruster, Bonnie B.; Anderson, Thomas H. |
|---|---|
| Institution | Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA. |
| Titel | Producing "Considerate" Expository Text: or Easy Reading is Damned Hard Writing. Reading Education Report No. 46. |
| Quelle | (1984), (66 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Coherence; Content Area Reading; Content Area Writing; Expository Writing; Readability; Reading Research; Revolutionary War (United States); Rhetorical Criticism; Secondary Education; Textbook Evaluation; Textbook Preparation; United States History; Writing Evaluation |
| Abstract | In an investigation of the characteristics of "considerate" text, defined as informative, content area text that promotes student comprehension, learning and remembering, this report presents a prototypical chapter of considerate text on American history following the Revolutionary War and a commentary on the writing. Beginning with the commentary, the report first briefly presents a rationale for the topic and identifies the audience--grade 11 students. Stating that theory and research both point out the importance of text coherence in promoting reader comprehension, the report then describes strategies used to develop global, or overall, coherence in the chapter: creating a clear, defensible structure for the text (in this case, goal-action-outcome frames); using an introduction, headings, subheadings, and tables to emphasize the text's organization and content; and relegating the information that might detract from global coherence to an inconspicuous place in the text. To increase local, or phrase, clause and sentence coherence, the chapter uses cohesive ties such as pronoun reference, substitution, and conjunctions or connectives. The second part of the report includes the actual chapter of history text and concludes with reactions by three educators. (MM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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