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Analysis of Feedback From an “Authentic” Outside-The-Classroom Audience on High School Fiction Writing: Validation of a Theoretical Model
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, , , University of Michigan, United States

IJET Volume 3, Number 1, ISSN 1077-9124 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

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Abstract

Students can develop writing skills and a sense of audience by publishing their work on the World Wide Web and receiving feedback from outside readers. This paper is both a theoretical test of a model for analyzing these outside-the-classroom audiences and a description of a project in which this model was successfully used. The model for authentic audiences has four important dimensions: the knowledge level of the audience, the role of the audience with regard to the information given, the relationship between the audience and authors, and the amount and nature of feedback from the audience to the authors. In a study of student publishing on the WWW for an outside audience, 12 ninth-grade students in an interdisciplinary studies class published fictional short stories set in Africa and received feedback via the Internet from natives or former residents of the three African focal countries. In this paper, we analyze the comments, critiques, and suggestions sent from these readers to the students according to our four-category theoretical model of authentic audiences.

Citation

Bos, N., Teaching, U. & Group, L. (1997). Analysis of Feedback From an “Authentic” Outside-The-Classroom Audience on High School Fiction Writing: Validation of a Theoretical Model. International Journal of Educational Telecommunications, 3(1), 83-98. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved February 6, 2023 from .

© 1997 Association for the Advancement of Computing in Education (AACE)

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