Know Thy Audience: Helping Students Engage a Threshold Concept Using Audience-Based Pedagogy

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ID: 77971
2011
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Abstract
Students are experts at sizing up instructors, but many do not extend this analysis to non-instructor audiences, which can reduce their effectiveness in new communication situations. Audience, therefore, is a crucial threshold concept not only in Rhetoric and Composition, but in any discipline that values communication skills. How can instructors help students develop a deeper understanding of audience in the disciplines and begin to cross the threshold? In this article, I describe how a group of Professional Writing and Rhetoric students engaged the audience threshold through a semester-long, client-based project. Drawing on data collected via reflections and portfolios, written deliverables, client feedback, and instructor notes, analysis shows the students were initially overconfident in their ability to assess audiences, worked through valid emotional responses to substantive client feedback, and learned to negotiate the dynamics of multiple audiences more carefully over the course of the semester.
Reference Key
poperuark2011knowinternational Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Pope-Ruark, Rebecca;
Journal international journal for the scholarship of teaching and learning
Year 2011
DOI
DOI not found
URL
https://digitalcommons.georgiasouthern.edu/ij-sotl/vol5/iss1/6
Keywords
Education Language. Linguistic theory. Comparative grammar Literature (General) semantics history of scholarship and learning. the humanities social sciences language and literature theory and practice of education

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