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MySpace, write space: An analysis of...

Sauceda, Stephanie Marie.

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MySpace, write space: An analysis of student achievement in texts for digital audiences.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	MySpace, write space: An analysis of student achievement in texts for digital audiences./
作者:	Sauceda, Stephanie Marie.
面頁冊數:	66 p.
附註:	Source: Masters Abstracts International, Volume: 48-03, page: 1330.
Contained By:	Masters Abstracts International48-03.
標題:	Web Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1473767
ISBN:	9781109591132

MySpace, write space: An analysis of student achievement in texts for digital audiences.
Sauceda, Stephanie Marie.

MySpace, write space: An analysis of student achievement in texts for digital audiences. - 66 p.

Source: Masters Abstracts International, Volume: 48-03, page: 1330.

Thesis (M.A.)--The University of Texas - Pan American, 2009.

This thesis study analyzes students' connection to audience in writing samples, gauging the performance of texts written for an actual audience, the classroom teacher and an implied audience, the web. Using Steven Toulmin's concepts of intimate and stranger interactions, this study suggests that students may make an intimate connection with the mass web audience, thereby allowing an increase in writing performance. On the other end, students identify assignments for classroom teachers as work for the stranger audience, thus creating a writing performance gap. The following is a discussion of possible factors and elements creating this particular paradox in audience identification.

ISBN: 9781109591132Subjects--Topical Terms:

1026830
Web Studies.

MySpace, write space: An analysis of student achievement in texts for digital audiences.
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520 $a This thesis study analyzes students' connection to audience in writing samples, gauging the performance of texts written for an actual audience, the classroom teacher and an implied audience, the web. Using Steven Toulmin's concepts of intimate and stranger interactions, this study suggests that students may make an intimate connection with the mass web audience, thereby allowing an increase in writing performance. On the other end, students identify assignments for classroom teachers as work for the stranger audience, thus creating a writing performance gap. The following is a discussion of possible factors and elements creating this particular paradox in audience identification.
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