Skip to main content
Have a personal or library account? Click to login
Narrative Writing in Digital Formats: Interpreting the Impact of Audience Cover

Narrative Writing in Digital Formats: Interpreting the Impact of Audience

Open Access
|May 2016

References

  1. Alamargot, D., Caporossi, G., Chesnet, D., & Ros, C. (2011). What makes a skilled writer? Working memory and audience awareness during text composition.,(5), 505–516.
  2. Applebee, A.N. & Langer, J.A. (2011). A snapshot of writing instruction in middle schools and high schools.,(6), 14–27.
  3. Bangerter, A. & Clark, H. (2003). Navigating joint projects with dialogue.,(2), 195–225.
  4. Bereiter, C. & Scardamalia, M. (1987).. Hillsdale, NJ: Lawrence Erlbaum Associates.
  5. Berninger, V.W., Fuller, F., & Whitaker, D. (1996). A process model of writing development across the life span.,(3), 193–218.
  6. Biesenbach-Lucas, S. & Weasenforth, D. (2001). E-Mail and word processing in the ESL classroom: How the medium affects the message.,(1), 135–165.
  7. Black, R.W. (2009). English-language learners, Fan Communities, and 21st-century skills.,(8), 688–697.
  8. Bos, N. & Krajcik, J. (1998, April). Students’ awareness of audience in web-published science writing. Paper presented at the Annual meeting of the American Educational Research Association.
  9. Brennan, S. & Clark, H. (1996). Conceptual pacts and lexical choice in conversation.,(6), 1482–1493.
  10. Britton, J., Burgess, T., Martin, N., McLeod, A., & Rosen, H. (1975).. Urbana, IL: National Council of Teachers of English.
  11. Carvalho, J.B. (2002). Developing audience awareness in writing.,(3), 271–282.
  12. Clark, H.H. (1996).(pp. 221–252). Cambridge: Cambridge University Press.
  13. Clark, H. (2003). Pointing and placing. In S. Kita (Ed.),t (pp. 243–268). Mahwah, NJ: Lawrence Erlbaum Associates.
  14. Clark, H. & Brennan, S. (1991). Grounding in communication. In L.B. Resnick, J.M. Levine & S.D. Teasley (Eds.),(pp. 127–149). Washington, DC: American Psychological Association.
  15. Clark, H. & Fox Tree, J. (2002). Using uh and um in spontaneous speaking., 84 (1), 73–111.
  16. Clark, H. & Krych, M. (2004). Speaking while monitoring addressees for understanding.,(1), 62–81.
  17. Clark, H. & Marshall, C. (1981). Definite reference and mutual knowledge. In A. Joshi, B. Webber, & I. Sag (Eds.),(pp. 414–465). New York: Cambridge University Press.
  18. Clark, H. & Murphy, G. L. (1983). Audience design in meaning and reference. In J.F. LeNy & W. Kintsch (Eds.),(pp. 287–299). Amsterdam: North-Holland Publishing
  19. Clark, H. & Murphy, G. (1982). Audience design in meaning and reference.,, 287–299.
  20. Clark, H. & Schaefer, E. (1989). Contributing to discourse.,(2), 259–294.
  21. Clark, H. & Wilkes-Gibbs, D. (1986). Referring as a collaborative process.,(1), 1–39.
  22. Cohen, M. & Riel, M. (1989). The effect of distant audiences on students’ writing.(2), 143–159.
  23. Coxhead, A. (2000). A new academic word list., 34 (2), 213–238.
  24. da Cunha Recuero, R. (2008). Information flow and social capital in weblogs: A case study in the Brazilian blogosphere. In P. Brusilowsky & H. Davis (Eds.),(pp. 97–106). New York, NY: Association for Computing Machinery.
  25. DeVoss, D.N., Eidman-Aadahl, E., & Hicks, T. (2010).. San Francisco, CA: Jossey-Bass.
  26. Ericsson, K.A. & Kintsch, W. (1995). Long-term working memory.,(2), 211–245.
  27. Fahey, K., Lawrence, J., & Paratore, J. (2007). Using electronic portfolios to make learning public.,(6), 460–471.
  28. Flower, L. & Hayes, J. (1981). A cognitive process theory of writing.,(4), 365–387.
  29. Goffman, E. (1967).New Brunswick, NJ: Transaction Publishers.
  30. Graham, S. & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students.,(3), 445–476.
  31. Hayes, J.R., & Nash, J.G. (1996). On the nature of planning in writing. In C.M. Levy & S. Ransdell (Eds.),(pp. 3–30). Hillsdale, NJ: Erlbaum.
  32. Heisler, J.M. & Crabill, S.L. (2006). Who are “stinkybug” and “Packerfan4”? Email pseudonyms and participants’ perceptions of demography, productivity, and personality.,(1), 114–135.
  33. Holliway, D. (2004). Through the eyes of my reader: A strategy for improving audience perspective in children’s descriptive writing.,(4), 334–350.
  34. Holliway, D. & McCutchen, D. (2004). Audience perspective in young writers’ composing and revising.,, 87–101.
  35. Horton, W. & Gerrig, R. (2002). Speakers’experiences and audience design: Knowing when and knowing how to adjust utterances to addressees.,(4), 589–606.
  36. Huffaker, D. (2004). The educated blogger: Using weblogs to promote literacy in the classroom.,(6), 91–98.
  37. Ito, M., Baumer, S., Bittanti, M., Boyd, D., Cody, R., Herr-Stephenson, B., Horst, H.A., Lange, P.G., Mahendran, D., Martinez, K.Z., Pascoe, C.J., Perkel, D., Robinson, L., Sims, C., & Tripp, L. (2009).Cambridge, MA: MIT Press.
  38. Kellogg, R.T. (2008). Training writing skills: A cognitive developmental perspective.,(1), 1–26.
  39. Kroll, B.M. (1984). Writing for readers: Three perspectives on audience.,(2), 172–185.
  40. Kurcz, I. (2004). Communicative competence and theory of mind.,(2), 5–18.
  41. Lam, W.S.E. (2000). L2 literacy and the design of the self: A case study of a teenager writing on the internet.,(3), 457–482.
  42. Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production.,(3), 307–322.
  43. Magnifico, A.M. (2010). Writing for whom? Cognition, motivation, and a Writer’s audience.,(3), 167–184.
  44. Marwick, A.E. & Boyd, D. (2010). I tweet honestly, I tweet passionately: Twitter users, context collapse, and the imagined audience.,(1), 114–133.
  45. McCutchen, D. (1996). A capacity theory of writing: Working memory in composition.,(3), 299–325.
  46. McCutchen, D. (2000). Knowledge, processing, and working memory: Implications for a theory of writing.(1), 13–23.
  47. McCutchen, D., Covill, A., Hoyne, S., & Mildes, K. (1994). Individual differences in writing: Implications of translating fluency.,(2), 256–266.
  48. Piche, G. & Rubin, D. (1979). Development in syntactic and strategic aspects of audience adaptation skills in written persuasive communication.,(4), 293–316.
  49. Piché, G., Rubin, D., & Michlin, M.L. (1978). Age and social class in children’s persuasive communication appeals.,(3), 773–780.
  50. Potter, J. (2012).. New York: Palgrave Macmillan.
  51. Rijlaarsdam, G., Couzijn, M., Janssen, T., Braaksma, M., & Kieft, M. (2006). Writing Experiment Manuals in Science Education: The impact of writing, genre, and audience.,(2-3), 203–233.
  52. Rubin, D. (1982). Adapting syntax in writing to varying audiences as a function of age and social cognitive ability.,(2), 497–510.
  53. Rubin, D. (1997). Writing for readers: The primacy of audience in composing.,, 53–73.
  54. Russell, J., Bachorowski, J., & Fernandez-Dols, J. (2003). Facial and vocal expressions of emotion.,(1), 329–349.
  55. Sacks, H., Schegloff, E., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation.,(4), 696–735.
  56. Shippen, M.E., Houchins, D.E., Puckett, D., & Ramsey, M. (2007). Preferred writing topics of urban and rural middle school students.,(1), 59–66.
  57. Traxler, M. & Gernsbacher, M. (1992). Improving written communication through minimal feedback.,(1), 1–22.
  58. Traxler, M. & Gernsbacher, M. (1993). Improving written communication through perspective-taking.,(3), 311–334.
  59. West, K. (2008). Weblogs and literary response: Socially situated identities and hybrid social languages in English class blogs.,(7), 588–598.
  60. Witte, S. (2007). “That’s online writing, not boring school writing”: Writing with blogs and the talkback project.,(2), 92–96.
  61. Wolfe-Quintero, K., Inagaki, S., & Kim, H.-Y. (1 998). Second language development in writing: Measures of fluency, accuracy & complexity. Honolulu, Hawai’i: Second Language Teaching & Curriculum Center, University of Hawai’i (University of Hawai’i Press).
DOI: https://doi.org/10.1515/plc-2015-0012 | Journal eISSN: 2083-8506 (formerly 1234-2238) | Journal ISSN: 1234-2238
Language: English
Page range: 201 - 221
Published on: May 12, 2016
Published by: Faculty of Psychology, University of Warsaw
In partnership with: Paradigm Publishing Services

© 2016 Joshua Fahey Lawrence, Melissa Niiya, March Warschauer, published by Faculty of Psychology, University of Warsaw
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.