Effects of the Assumed Readers on 4th Graders’Scientific Expository Writing and Science Learning Author: Yahui Lin(Graduate Institute of Science Education, National Changhua University of Education), Peying Tsai(Graduate Institute of Science Education, National Changhua University of Education), Huey-Por Chang(Department of Physics, National Changhua University of Education), Wen-Hua Chang(Department of Life Science, National Taiwan Normal University) 　

Vol.&No.：Vol. 52, No.1&2
Date：October 2007
Pages：49-78
DOI：10.6300/JNTNU.2007.52.03

Abstract：

This study explored the effects of an assumed reading audience on expository writing. To elaborate a model of expository writing on scientific topics to accompany and promote scientific learning, the authors analyzed text content, designed and sequenced tasks for two science units, and incorporated expository writing tasks that assumed a role for the writer’s family and peers as assumed readers. They also examined actual student writing samples to identify the key features of student expository writing. From the 190 writing samples, based on 6 scientific tasks, of 36 fourth graders, it was found that students give different types of information and even of explanations to various assumed reading audiences. In general, the participating students could represent their conceptual and procedural understanding in written form. However, in writing that is intended to be read by family members there are more affective descriptions and the narrative forms are more creative. On the other hand, in writing intended for peers, students would focus on giving specific task instructions in guiding their peers. Based on the research findings, they suggested that science teachers should be aware of the influence of assumed reading audiences on students’ expository writing.

Keywords：elementary science, expository writing, writing to learn science, assumed readers

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