Readers' Learning from Prose: The Effact of Hedges  

Oleh:

Crismore, Avon ; Kopple, William J. Vande

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Written Communication ( sebagian Full Text) vol. 5 no. 2 (Apr. 1988), page 184-202.
Fulltext: Written Communication-1988-CRISMORE-184-202.pdf (1.64MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/WRC/5 Non-tandon: tidak ada Tandon: 1

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Isi artikel

Hedges, which signal writers' tentative assessments of referential information, were added to a passage from both a science and a social studies textbook. The hedges appeared in either personal or impersonal voice; in the first half, second half, or both halves of the passages; and in either a low-intensity condition or a high-intensity condition. A measure of what subjects learned from reading the passages showed that they learned most when the hedges appeared in personal voice, the second half of a passage, and low intensity. Some extensions of the implications of this work to practices in composition classes-particularly practices of evaluating whether or not material should be hedged-are recommended in order to broaden students' critical-thinking abilities and their views of language.

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