Audience and thesis and dissertation writing Brian Paltridge The University of Sydney.

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Presentation transcript:

Audience and thesis and dissertation writing Brian Paltridge The University of Sydney

Audience and academic writing the expert, 'all-powerful reader' of students' texts who can either accept or reject students' writing as coherent and consistent with the conventions of the target discourse community, or not. knowledge of this audience's attitudes, beliefs, and expectations is not only possible but essential for student writers (Johns, 1990)

Primary and secondary readerships a dominant, or 'primary' reader, within the academy, "quite simply counts more than other readers" (Kamler and Threadgold,1997, p. 53) It is important for students to consider the expert, 'all-powerful reader' of their texts who can either accept, or reject, their writing as being coherent and consistent with the conventions of the target discourse community, or not (Johns, 1990) and how they will (potentially) read their text.

Academic essays the essay, in normal practice "has to be written in a way to appeal both to an imaginary reader as a communication and to the tutor as an exhibit" (Kusel, 1992, p. 459)

Thesis writing [The students'] relation to their audience is strange, in that they presume that the real readers (supervisor, examiners) already know much of what they have to say. This unacknowledged knowledge- display function of theses must affect the writing process (Shaw, 1991, p. 193).

The context of thesis writing the setting of the text the setting of the text the focus and perspective of the text the focus and perspective of the text the purpose/s of the text the purpose/s of the text the intended audience for the text, their role and purpose in reading the text the intended audience for the text, their role and purpose in reading the text the relationship between writers and readers of the text the relationship between writers and readers of the text expectations, conventions and requirements for the text expectations, conventions and requirements for the text the background knowledges, values, and understandings it is assumed the student shares with their readers, including what is important to their reader and what is not the background knowledges, values, and understandings it is assumed the student shares with their readers, including what is important to their reader and what is not the relationship the text has with other texts the relationship the text has with other texts

The setting of the text

Focus and perspective of the text

The purpose/s of the text

The intended audience for the text, their role and purpose in reading the text

The relationship between writers and readers of the text

Expectations, conventions and requirements for the text

Background knowledges, values, and understandings it is assumed the student shares with their readers, including what is important to their reader and what is not

The relationship the text has with other texts

Beyond the text (Freedman, 1989)