Chris Green writes: >Going against the (grumpy) grain: >"A new study from California's Stanford University has produced >some reassuring news: Young people may not be writing so badly >after all, and, in fact, their prose is evolving in some promising >new ways. They write more on their own time, their school essays >are longer, their voices are more attuned to the people who will >read their words. They know better -- at least by university -- than >to drop text-speak into a >http://tinyurl.com/y9b55dm
The "new study" report at Stanford tells us that: "Especially interested in testing the hypothesis that two particular variables, audience awareness and rhetorical understanding of sources, are significant in students' writing development, Paul developed an original, 10 point rubric to score a sample of academic writing from 40 study participants." http://ssw.stanford.edu/research/paul_rogers.php Chris, as you cited this cheering news, could you explain for my benefit what is meant by "rhetorical understanding of sources"? And who is "Paul"? Oh, that's Paul Rogers. Who he? Dunno, really. Allen Esterson Former lecturer, Science Department Southwark College, London http://www.esterson.org --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
