DOCSLIB.ORG

Reciprocal Processes: Reading and Writing by Janelle Carter About Me

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Reciprocal Processes: Reading and Writing By Janelle Carter About Me What you will walk away with today: ● Think time-What do you want to learn about the reciprocal processes of reading and writing? ● Write time-Write it down! ● Share time-Share with those around you. What we hear, what we see What do we say and/or feel when it comes to students in the area of reading and the area of writing? ● Reading ● Writing What do we notice about these students and what they are/aren’t doing? ● Reading ● Writing What we hear, what we see ● “I taught it and then I re-taught it.” ● “They clearly aren’t listening!” ● “He/she could do it but then he/she stopped.” A Shift In Thinking: What learning did the student walk away with at the end of my lesson? How could this question change the way we talk, feel, and reflect on the education of students? Instead of it being about what the teacher taught, let’s shift our thinking to be about what the student learned. A Marriage Between Reading and Writing ● Reciprocity ● Reciprocal Relationship ● “Mutually Supportive Processes” (Laminack, 2015) Literacy Breakdown: A Closer Look Reading-the action or skill of Writing-the activity or skill of reading written or printed marking coherent words on matter paper and composing text How does a teacher choose which comes first? Scope and Sequence ● State standards set the stage ● Districts develop curriculum maps and resources ● Teachers teach it ● What next? Is there a better way to reach students especially struggling students? Reciprocity, Reciprocity, Reciprocity! ● The chicken and the egg ● Without one, the other cannot exist ● Connected and dependent on each other ● Authentic and Strategic ● Author and Audience Baking: My reciprocal example Anderson, N. L., & Briggs, C. (2015, February 13). Reciprocity Between Reading and Writing: Strategic Processing as Common Groung. Retrieved October 27, 2016, from https://www.researchgate.net/publication/227757222_Reciprocity_Between_Reading_and_Writing_Strategic_Processing_as_Common_Ground Being Purposeful In Math, how do we teach students to view the four operations, measurement, or geometry? Discuss In Reading and Writing, how can we teach students to view craft, conventions, strategic processes, genres, etc? Purposeful in the Eyes of Students ● Do students need to know about this connection or just teachers? Why? ○ Discuss ● Think about the last lesson you taught, or observed, in reading and/or writing. ○ Turn and talk about how you linked reading and writing or how you could have linked the two. ○ What could you have done differently? Connections for Emergent to Transitional ● Letters Sounds ● Dialogue requires inflection Quotations ● Print moves left to right Spacing ● Visualization Craft ● Reflect on other relationships for a ● Reflect on other relationships for a emergent or early reader/writer. transitional reader/writer. ○ Write on a postit ○ Write on a postit ○ Discuss with those around you ○ Discuss with those around you ○ Share ○ Share Using what is known in different ways and in different contexts! Effective Teachers Make Meaningful Connections in Reading & Writing Anderson, N. L., & Briggs, C. (2015, February 13). Reciprocity Between Reading and Writing: Strategic Processing as Common Groung. Retrieved October 27, 2016, from https://www.researchgate.net/publication/227757222_Reciprocity_Between_Reading_and_Writing_Strategic_Processing_as_Common_Ground What that looks like in a classroom As the reader begins to gain confidence and independence, we pose the notion that the writer had to do something to set that up on the page in some way. So we return to that text to explore the same segment with the lens of a writer (Laminack, 2015). How can we build on the known to activate the new? ● Author-Reader knowledge ● Build on student’s experiences and knowledge ● Sensory Descriptions ● Character Motivations and Traits ○ A book’s characters are at the center of multiple relationships; this suggests that deep comprehension is dependent on the reader’s ability to infer and analyze characters (Dorn & Soffos, 2005). ● Sensory Descriptions ● Genre Studies ● Structures ● Author’s Purpose Genre Study & Language Workshop ● Provides authentic, rich experiences with multiple texts as a reader ● Develop student’s vocabulary and content knowledge ● Scaffolds & resources (such as a text map) are used to organize what was read but then utilized to organize what the student plans to write ● Students also have opportunities to explore more texts in reader’s workshop or writer’s workshop where they can respond to the text. Genre Study & Language Workshop Continued ● Discussions are able to center around the experience of the reader and then explain how writers use that same skill, strategy, craft, etc. ● Allows student to re-read and transform their view to that of a writer ● Students take their learning about how to read this particular text and transfer that knowledge in order to write their own piece. ● Writing is scaffolded by the teacher through conferences, anchor charts, and student notes from the in-depth study Choice in Reading and Writing ● Motivation is a key element for learning. ● “Teachers must also provide children with opportunities to learn how to self-select books; One of the biggest barriers to comprehension is a reader’s inability to select a book” (Dorn & Soffos, 2005). ● “In [independent writing], they choose their own topics and apply their knowledge of the writing process to their work” (Dorn & Soffos, 2001). Reading & Writing Conferences What children do and say while reading and writing can provide evidence of their mental activity or higher order cognitive processing (Vygotsky, 1978; Anderson & Briggs, 2011). Video Examples Explicit Language Can we say too much without saying anything at all? Teacher clarity about learning expectations, including the ways in which students can demonstrate their understanding, is powerful. Every lesson, irrespective of whether it focuses on surface, deep, or transfer, needs to have clearly articulated learning intention and success criteria. ● What am I learning? ● Why am I learning this? ● How will I know that I learned it? Fisher, D., Frey, N., & Hattie, J. (n.d.). Visible learning for literacy, grades K-12: Implementing the practices that work best to accelerate student learning. What WILL you do... ● tomorrow to build this connection for students? ● to foster purposeful connections in the classroom? ● to begin, or continue, purposefully teaching reciprocity in reading and writing? Take Aways: What were your three? Reflect & Share ???Questions??? Thank you for being here! Contact Me Janelle Carter Branson Cedar Ridge Intermediate Literacy Coach (417) 334-5137 ext 1201 [email protected] References Anderson, N. L., & Briggs, C. (2015, February 13). Reciprocity Between Reading and Writing: Strategic Processing as Common Groung. Retrieved October 27, 2016, from https://www.researchgate.net/publication/227757222_Reciprocity_Between_Reading_and_Writing_Strategic_Proc essing_as_Common_Ground Clay, M. M. (2015). Change over time: In children's literacy development. Auckland: The Marie Clay Literacy Trust. Dorn, L. J., & Soffos, C. (2005). Teaching for deep comprehension: A reading workshop approach. Portland, Me.: Stenhouse. Fisher, D., Frey, N., & Hattie, J. (n.d.). Visible learning for literacy, grades K-12: Implementing the practices that work best to accelerate student learning. Laminack, L. L., & Wadsworth, R. M. (n.d.). Writers are readers: Flipping reading instruction into writing opportunities. Meichenbaum, D., & Biemiller, A. (1998). Nurturing independent learners: Helping students take charge of their learning. Newton, MA: Brookline Books. References Continued Moran, Renee and Billen, Monica (2014) "The Reading and Writing Connection: Merging Two Reciprocal Content Areas," Georgia Educational Researcher: Vol. 11: Iss. 1, Article 8. DOI: 10.20429/ger.2014.110108 Available at: http://digitalcommons.georgiasouthern.edu/gerjournal/vol11/iss1/8 Pennington, M. (2009, July 15). Pennington Publishing Blog. Retrieved October 28, 2016, from http://blog.penningtonpublishing.com/reading/twelve-tips-to-teach-the-reading-writing-connection/ .
Recommended publications
  • Digital Rhetoric: Toward an Integrated Theory

    Digital Rhetoric: Toward an Integrated Theory

    TECHNICAL COMMUNICATION QUARTERLY, 14(3), 319–325 Copyright © 2005, Lawrence Erlbaum Associates, Inc. Digital Rhetoric: Toward an Integrated Theory James P. Zappen Rensselaer Polytechnic Institute This article surveys the literature on digital rhetoric, which encompasses a wide range of issues, including novel strategies of self-expression and collaboration, the characteristics, affordances, and constraints of the new digital media, and the forma- tion of identities and communities in digital spaces. It notes the current disparate na- ture of the field and calls for an integrated theory of digital rhetoric that charts new di- rections for rhetorical studies in general and the rhetoric of science and technology in particular. Theconceptofadigitalrhetoricisatonceexcitingandtroublesome.Itisexcitingbe- causeitholdspromiseofopeningnewvistasofopportunityforrhetoricalstudiesand troublesome because it reveals the difficulties and the challenges of adapting a rhe- torical tradition more than 2,000 years old to the conditions and constraints of the new digital media. Explorations of this concept show how traditional rhetorical strategies function in digital spaces and suggest how these strategies are being reconceived and reconfiguredDo within Not these Copy spaces (Fogg; Gurak, Persuasion; Warnick; Welch). Studies of the new digital media explore their basic characteris- tics, affordances, and constraints (Fagerjord; Gurak, Cyberliteracy; Manovich), their opportunities for creating individual identities (Johnson-Eilola; Miller; Turkle), and their potential for building social communities (Arnold, Gibbs, and Wright; Blanchard; Matei and Ball-Rokeach; Quan-Haase and Wellman). Collec- tively, these studies suggest how traditional rhetoric might be extended and trans- formed into a comprehensive theory of digital rhetoric and how such a theory might contribute to the larger body of rhetorical theory and criticism and the rhetoric of sci- ence and technology in particular.
  • A Look at Linguistic Readers

    A Look at Linguistic Readers

    Reading Horizons: A Journal of Literacy and Language Arts Volume 10 Issue 3 April 1970 Article 5 4-1-1970 A Look At Linguistic Readers Nicholas P. Criscuolo New Haven, Connecticut Public Schools Follow this and additional works at: https://scholarworks.wmich.edu/reading_horizons Part of the Education Commons Recommended Citation Criscuolo, N. P. (1970). A Look At Linguistic Readers. Reading Horizons: A Journal of Literacy and Language Arts, 10 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol10/iss3/5 This Article is brought to you for free and open access by the Special Education and Literacy Studies at ScholarWorks at WMU. It has been accepted for inclusion in Reading Horizons: A Journal of Literacy and Language Arts by an authorized editor of ScholarWorks at WMU. For more information, please contact wmu- [email protected]. A LOOK AT LINGUISTIC READERS Nicholas P. Criscuolo NEW HAVEN, CONNECTICUT, PUBLIC SCHOOLS Linguistics, as it relates to reading, has generated much interest lately among educators. Although linguistics is not a new science, its recent focus has captured the interest of the reading specialist because both the specialist and the linguist are concerned with language. This surge of interest in linguistics becomes evident when one sees that a total of forty-four articles on linguistics are listed in the Education Index for July, 1965 to June, 1966. The number of articles on linguistics written for educational journals has been increasing ever SInce. This interest has been sharpened to some degree by the publi­ cation of Chall's book Learning to Read: The Great Debate (1).
  • Writing Systems Reading and Spelling

    Writing Systems Reading and Spelling

    Writing systems Reading and spelling Writing systems LING 200: Introduction to the Study of Language Hadas Kotek February 2016 Hadas Kotek Writing systems Writing systems Reading and spelling Outline 1 Writing systems 2 Reading and spelling Spelling How we read Slides credit: David Pesetsky, Richard Sproat, Janice Fon Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems What is writing? Writing is not language, but merely a way of recording language by visible marks. –Leonard Bloomfield, Language (1933) Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems Writing and speech Until the 1800s, writing, not spoken language, was what linguists studied. Speech was often ignored. However, writing is secondary to spoken language in at least 3 ways: Children naturally acquire language without being taught, independently of intelligence or education levels. µ Many people struggle to learn to read. All human groups ever encountered possess spoken language. All are equal; no language is more “sophisticated” or “expressive” than others. µ Many languages have no written form. Humans have probably been speaking for as long as there have been anatomically modern Homo Sapiens in the world. µ Writing is a much younger phenomenon. Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems (Possibly) Independent Inventions of Writing Sumeria: ca. 3,200 BC Egypt: ca. 3,200 BC Indus Valley: ca. 2,500 BC China: ca. 1,500 BC Central America: ca. 250 BC (Olmecs, Mayans, Zapotecs) Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems Writing and pictures Let’s define the distinction between pictures and true writing.
  • Learning About Phonology and Orthography

    Learning About Phonology and Orthography

    EFFECTIVE LITERACY PRACTICES MODULE REFERENCE GUIDE Learning About Phonology and Orthography Module Focus Learning about the relationships between the letters of written language and the sounds of spoken language (often referred to as letter-sound associations, graphophonics, sound- symbol relationships) Definitions phonology: study of speech sounds in a language orthography: study of the system of written language (spelling) continuous text: a complete text or substantive part of a complete text What Children Children need to learn to work out how their spoken language relates to messages in print. Have to Learn They need to learn (Clay, 2002, 2006, p. 112) • to hear sounds buried in words • to visually discriminate the symbols we use in print • to link single symbols and clusters of symbols with the sounds they represent • that there are many exceptions and alternatives in our English system of putting sounds into print Children also begin to work on relationships among things they already know, often long before the teacher attends to those relationships. For example, children discover that • it is more efficient to work with larger chunks • sometimes it is more efficient to work with relationships (like some word or word part I know) • often it is more efficient to use a vague sense of a rule How Children Writing Learn About • Building a known writing vocabulary Phonology and • Analyzing words by hearing and recording sounds in words Orthography • Using known words and word parts to solve new unknown words • Noticing and learning about exceptions in English orthography Reading • Building a known reading vocabulary • Using known words and word parts to get to unknown words • Taking words apart while reading Manipulating Words and Word Parts • Using magnetic letters to manipulate and explore words and word parts Key Points Through reading and writing continuous text, children learn about sound-symbol relation- for Teachers ships, they take on known reading and writing vocabularies, and they can use what they know about words to generate new learning.
  • Syllabus 1 Lín Táo 林燾 and Gêng Zhènshëng 耿振生

    Syllabus 1 Lín Táo 林燾 and Gêng Zhènshëng 耿振生

    CHINESE 542 Introduction to Chinese Historical Phonology Spring 2005 This course is a basic introduction at the graduate level to methods and materials in Chinese historical phonology. Reading ability in Chinese is required. It is assumed that students have taken Chinese 342, 442, or the equivalent, and are familiar with articulatory phonetics concepts and terminology, including the International Phonetic Alphabet, and with general notions of historical sound change. Topics covered include the periodization of the Chinese language; the source materials for reconstructing earlier stages of the language; traditional Chinese phonological categories and terminology; fânqiè spellings; major reconstruction systems; the use of reference materials to determine reconstructions in these systems. The focus of the course is on Middle Chinese. Class: Mondays & Fridays 3:30 - 5:20, Savery 335 Web: http://courses.washington.edu/chin532/ Instructor: Zev Handel 245 Gowen, 543-4863 [email protected] Office hours: MF 2-3pm Grading: homework exercises 30% quiz 5% comprehensive test 25% short translations 15% annotated translation 25% Readings: Readings are available on e-reserves or in the East Asian library. Items below marked with a call number are on reserve in the East Asian Library or (if the call number starts with REF) on the reference shelves. Items marked eres are on course e-reserves. Baxter, William H. 1992. A handbook of Old Chinese phonology. (Trends in linguistics: studies and monographs, 64.) Berlin and New York: Mouton de Gruyter. PL1201.B38 1992 [eres: chapters 2, 8, 9] Baxter, William H. and Laurent Sagart. 1998 . “Word formation in Old Chinese” . In New approaches to Chinese word formation: morphology, phonology and the lexicon in modern and ancient Chinese.
  • Shallow Vs Non-Shallow Orthographies and Learning to Read Workshop 28-29 September 2005

    Shallow Vs Non-Shallow Orthographies and Learning to Read Workshop 28-29 September 2005

    A Report of the OECD-CERI LEARNING SCIENCES AND BRAIN RESEARCH Shallow vs Non-shallow Orthographies and Learning to Read Workshop 28-29 September 2005 St. John’s College Cambridge University UK Co-hosted by The Centre for Neuroscience in Education Cambridge University Report prepared by Cassandra Davis OECD, Learning Sciences and Brain Research Project 1 Background information The goal of this report of this workshop is to: • Provide an overview of the content of the workshop presentations. • Present a summary of the discussion on cross-language differences in learning to read and the future of brain science research in this arena. N.B. The project on "Learning Sciences and Brain Research" was introduced to the OECD's CERI Governing Board on 23 November 1999, outlining proposed work for the future. The purpose of this novel project was to create collaboration between the learning sciences and brain research on the one hand, and researchers and policy makers on the other hand. The CERI Governing Board recognised this as a risk venture, as most innovative programmes are, but with a high potential pay-off. The CERI Secretariat and Governing Board agreed in particular that the project had excellent potential for better understanding learning processes over the lifecycle, but that ethical questions also existed. Together these potentials and concerns highlighted the need for dialogue between the different stakeholders. The project is now in its second phase (2002- 2005), and has channelled its activities into 3 networks (literacy, numeracy and lifelong learning) using a three dimensional approach: problem-focused; trans-disciplinary; and international.
  • Reading Depends on Writing, in Chinese

    Reading Depends on Writing, in Chinese

    Reading depends on writing, in Chinese Li Hai Tan*, John A. Spinks†, Guinevere F. Eden‡, Charles A. Perfetti§, and Wai Ting Siok*¶ *Department of Linguistics, and †Vice Chancellor’s Office, University of Hong Kong, Pokfulam Road, Hong Kong, China; ‡Georgetown University Medical Center, Washington, DC 20057; and §Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 12560 Communicated by Robert Desimone, National Institutes of Health, Bethesda, MD, April 28, 2005 (received for review January 3, 2005) Language development entails four fundamental and interactive this argument are two characteristics of the Chinese language: (i) abilities: listening, speaking, reading, and writing. Over the past Spoken Chinese is highly homophonic, with a single syllable four decades, a large body of evidence has indicated that reading shared by many words, and (ii) the writing system encodes these acquisition is strongly associated with a child’s listening skills, homophonic syllables in its major graphic unit, the character. particularly the child’s sensitivity to phonological structures of Thus, when learning to read, a Chinese child is confronted with spoken language. Furthermore, it has been hypothesized that the the fact that a large number of written characters correspond to close relationship between reading and listening is manifested the same syllable (as depicted in Fig. 1A), and phonological universally across languages and that behavioral remediation information is insufficient to access semantics of a printed using strategies addressing phonological awareness alleviates character. reading difficulties in dyslexics. The prevailing view of the central In addition to these system-level (language and writing system) role of phonological awareness in reading development is largely factors, Chinese writing presents some script-level features that based on studies using Western (alphabetic) languages, which are distinguish it visually from alphabetic systems.
  • The Activation of Phonology During Silent Chinese Word Reading

    The Activation of Phonology During Silent Chinese Word Reading

    Journal of Experimental Psychology: Copyright 1999 by the American Psychological Association, Inc. Learning, Memory', and Cognition 0278-7393/99/S3.0O 1999, Vol. 25, No. 4,838-857 The Activation of Phonology During Silent Chinese Word Reading Yaoda Xu Alexander Pollatsek Massachusetts Institute of Technology University of Massachusetts at Amherst Mary C. Potter Massachusetts Institute of Technology The role of phonology in silent Chinese compound-character reading was studied in 2 experiments using a semantic relatedness judgment task. There was significant interference from a homophone of a "target" word that was semantically related to an initially presented cue word whether the homophone was orthographically similar to the target or not This interference was only observed for exact homophones (i.e., those that had the same tone, consonant, and vowel). In addition, the effect was not significantly modulated by target or distractor frequency, nor was it restricted to cases of associative priming. Substantial interference was also found from orthographically similar nonhomophones of the targets. Together these data are best accounted for by a model that allows for parallel access of semantics via 2 routes, 1 directly from orthography to semantics and the other from orthography to phonology to semantics. The initial acquisition of most languages (with the orthography to meaning and two indirect routes to meaning important exception of sign language) is through speech. via a phonological representation, one based on spelling-to- When humans develop secondary verbal skills—reading and sound rules or regularities (a "prelexical" route) and the writing—it is unclear whether they establish a direct link other based on orthographic identification of a lexical entry from orthography to meaning or whether orthography is that leads to the activation of the word's phonological linked to phonology, with phonology remaining the sole or representation (a "postlexical" route).
  • Traditional Chinese Phonology Guillaume Jacques Chinese Historical Phonology Differs from Most Domains of Contemporary Linguisti

    Traditional Chinese Phonology Guillaume Jacques Chinese Historical Phonology Differs from Most Domains of Contemporary Linguisti

    Traditional Chinese Phonology Guillaume Jacques Chinese historical phonology differs from most domains of contemporary linguistics in that its general framework is based in large part on a genuinely native tradition. The non-Western outlook of the terminology and concepts used in Chinese historical phonology make this field extremely difficult to understand for both experts in other fields of Chinese linguistics and historical phonologists specializing in other language families. The framework of Chinese phonology derives from the tradition of rhyme books and rhyme tables, which dates back to the medieval period (see section 1 and 2, as well as the corresponding entries). It is generally accepted that these sources were not originally intended as linguistic descriptions of the spoken language; their main purpose was to provide standard character readings for literary Chinese (see subsection 2.4). Nevertheless, these documents also provide a full-fledged terminology describing both syllable structure (initial consonant, rhyme, tone) and several phonological features (places of articulation of consonants and various features that are not always trivial to interpret, see section 2) of the Chinese language of their time (on the problematic concept of “Middle Chinese”, see the corresponding entry). The terminology used in this field is by no means a historical curiosity only relevant to the history of linguistics. It is still widely used in contemporary Chinese phonology, both in works concerning the reconstruction of medieval Chinese and in the description of dialects (see for instance Ma and Zhang 2004). In this framework, the phonological information contained in the medieval documents is used to reconstruct the pronunciation of earlier stages of Chinese, and the abstract categories of the rhyme tables (such as the vexing děng 等 ‘division’ category) receive various phonetic interpretations.
  • Writing Systems: Their Properties and Implications for Reading

    Writing Systems: Their Properties and Implications for Reading

    Writing Systems: Their Properties and Implications for Reading Brett Kessler and Rebecca Treiman doi:10.1093/oxfordhb/9780199324576.013.1 Draft of a chapter to appear in: The Oxford Handbook of Reading, ed. by Alexander Pollatsek and Rebecca Treiman. ISBN 9780199324576. Abstract An understanding of the nature of writing is an important foundation for studies of how people read and how they learn to read. This chapter discusses the characteristics of modern writing systems with a view toward providing that foundation. We consider both the appearance of writing systems and how they function. All writing represents the words of a language according to a set of rules. However, important properties of a language often go unrepresented in writing. Change and variation in the spoken language result in complex links to speech. Redundancies in language and writing mean that readers can often get by without taking in all of the visual information. These redundancies also mean that readers must often supplement the visual information that they do take in with knowledge about the language and about the world. Keywords: writing systems, script, alphabet, syllabary, logography, semasiography, glottography, underrepresentation, conservatism, graphotactics The goal of this chapter is to examine the characteristics of writing systems that are in use today and to consider the implications of these characteristics for how people read. As we will see, a broad understanding of writing systems and how they work can place some important constraints on our conceptualization of the nature of the reading process. It can also constrain our theories about how children learn to read and about how they should be taught to do so.
  • Phonemic Awareness and the Teaching of Reading

    Phonemic Awareness and the Teaching of Reading

    PHONEMIC AWARENESS and the Teaching of Reading A Position Statement from the Board of Directors of the International Reading Association Much has been written regarding phonemic awareness, phonics, and the failure of schools to teach the basic skills of reading. The Board of Directors offers this position paper in the hope of clarifying some of these issues as they relate to research, policy, and practice. We view research and theory as a resource for educators to make informed instructional decisions. We must use research wisely and be mindful of its limitations and its potential to inform instruction. Why the What is phonemic sudden interest in Isn’t phonemic awareness? phonemic awareness? awareness just a 1990s word for There is no single definition of phonemic The findings regarding phonemic aware- awareness. The term has gained popularity ness are not as new to the field of literacy phonics? in the 1990s as researchers have attempted as some may think, although it is only in to study early-literacy development and recent years that they have gained wide Phonemic awareness is not phonics. reading disability. Phonemic awareness is attention. For over 50 years discussions Phonemic awareness is an understanding typically described as an insight about have continued regarding the relation about spoken language. Children who are oral language and in particular about the between a child’s awareness of the sounds phonemically aware can tell the teacher segmentation of sounds that are used in of spoken words and his or her ability to that bat is the word the teacher is repre- speech communication.
  • Communication Models and the CMAPP Analysis

    Communication Models and the CMAPP Analysis

    CHAPTER 2 Communication Models and the CMAPP Analysis f you want to find out the effect on Vancouver of a two-foot rise in sea level, you wouldn’t try to melt the polar ice cap and then visit ICanada. You’d try to find a computer model that would predict the likely consequences. Similarly, when we study technical communication, we use a model. Transactional Communication Models Various communication models have been developed over the years. Figure 2.1 on the next page shows a simple transactional model, so called to reflect the two-way nature of communication. The model, which in principle works for all types of oral and written communication, has the following characteristics: 1. The originator of the communication (the sender) conveys (trans- mits) it to someone else (the receiver). 2. The transmission vehicle might be face-to-face speech, correspon- dence, telephone, fax, or e-mail. 3. The receiver’s reaction (e.g., body language, verbal or written response)—the feedback—can have an effect on the sender, who may then modify any further communication accordingly. 16 Chapter 2 FIGURE 2.1 A Simple Transactional Model As an example, think of a face-to-face conversation with a friend. As sender, you mention what you think is a funny comment made by another student named Maria. (Note that the basic transmission vehicle here is the sound waves that carry your voice.) As you refer to her, you see your friend’s (the receiver’s) face begin to cloud over, and you remember that your friend and Maria strongly dislike each other.