Abstract
Writing assignments that students complete in university courses are typically designed for evaluation and grading by the instructor, who, therefore, acts as the sole reader of student written work. However, most written genres students would--and do--encounter in the world beyond the classroom are composed for diverse audiences who influence writers’ text construction considerably. Because most students will be likely to write for multiple audiences as part of their career or future academic endeavors, it is crucial for them to develop a sense of audience awareness as an indispensable rhetorical concept that shapes composing processes. Writing online presents a great opportunity to expose students to various genres that promote their interaction with real audiences, thus contributing to their writing development. The purpose of the current article is to describe several online genres that could be introduced in the classroom to develop students’ sense of audience consideration. These genres include product reviews, blogs, instructional articles, and travel guides.
DOI
https://doi.org/10.26077/ac79-ce31
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Taylor, Elena
(2021)
"Using Online Genres to Promote Students’ Audience Awareness,"
Journal on Empowering Teaching Excellence: Vol. 5:
Iss.
2, Article 4.
DOI: [https://doi.org/]https://doi.org/10.26077/ac79-ce31
Available at:
https://digitalcommons.usu.edu/jete/vol5/iss2/4
Included in
Curriculum and Instruction Commons, Educational Technology Commons, Higher Education and Teaching Commons, Online and Distance Education Commons
