An Exploration of How Interest Contributes to the Readability of Writing Center Self-Access Materials
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ERIC Institute of Education Sciences
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2020
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| _version_ | 1867181789703831552 |
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| author | Baker, John R. |
| author_facet | Baker, John R. Baker, John R. |
| collection | Education Resources Information Center |
| contents | An Exploration of How Interest Contributes to the Readability of Writing Center Self-Access Materials Baker, John R. Readability Readability Formulas Literary Genres Writing Instruction Writing (Composition) Laboratories Independent Study College Students Foreign Countries Semantics Syntax Rhetoric Native Speakers Second Language Learning Second Language Instruction English (Second Language) The idea that genre-specific reading benefits apprenticing writers is a concept that the field of teaching writing values as an underlying constant. Following this, writing center directors select rhetorics (anthologies of writing exemplars) for their self-access library shelves from the over 200 rhetorics presently in print. To choose these texts, quantitative readability formulae (e.g., the Lexile Readability Formula) are often employed. However, such formulae only measure two (i.e., semantic, syntactic) of the many features that impact readability. Other important features that require qualitative exploration are not considered (e.g., interest). To address this, this article reports the findings of a sequential, mixed-methods study conducted in a Taiwanese university writing center setting. The study found that interest influences the readability of rhetorics both as (a) a primary (i.e., an isolated feature) and (b) a conjoined feature (i.e., consisting of two or more associated entities where the second impacts the first). The article also makes a recommendation for teachers, writing center staff, and the publishing industry that interest be considered when considering the difficulty of exemplars in rhetorics. |
| format | Recurso educativo Open Access |
| id | eric_EJ1329756 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2020 |
| record_format | eric |
| spellingShingle | An Exploration of How Interest Contributes to the Readability of Writing Center Self-Access Materials Baker, John R. Readability Readability Formulas Literary Genres Writing Instruction Writing (Composition) Laboratories Independent Study College Students Foreign Countries Semantics Syntax Rhetoric Native Speakers Second Language Learning Second Language Instruction English (Second Language) An Exploration of How Interest Contributes to the Readability of Writing Center Self-Access Materials Baker, John R. Readability Readability Formulas Literary Genres Writing Instruction Writing (Composition) Laboratories Independent Study College Students Foreign Countries Semantics Syntax Rhetoric Native Speakers Second Language Learning Second Language Instruction English (Second Language) The idea that genre-specific reading benefits apprenticing writers is a concept that the field of teaching writing values as an underlying constant. Following this, writing center directors select rhetorics (anthologies of writing exemplars) for their self-access library shelves from the over 200 rhetorics presently in print. To choose these texts, quantitative readability formulae (e.g., the Lexile Readability Formula) are often employed. However, such formulae only measure two (i.e., semantic, syntactic) of the many features that impact readability. Other important features that require qualitative exploration are not considered (e.g., interest). To address this, this article reports the findings of a sequential, mixed-methods study conducted in a Taiwanese university writing center setting. The study found that interest influences the readability of rhetorics both as (a) a primary (i.e., an isolated feature) and (b) a conjoined feature (i.e., consisting of two or more associated entities where the second impacts the first). The article also makes a recommendation for teachers, writing center staff, and the publishing industry that interest be considered when considering the difficulty of exemplars in rhetorics. |
| title | An Exploration of How Interest Contributes to the Readability of Writing Center Self-Access Materials |
| topic | Readability Readability Formulas Literary Genres Writing Instruction Writing (Composition) Laboratories Independent Study College Students Foreign Countries Semantics Syntax Rhetoric Native Speakers Second Language Learning Second Language Instruction English (Second Language) |
| url | https://eric.ed.gov/?id=EJ1329756 |