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dc.contributor.advisorBritt, Anneen_US
dc.contributor.authorGibson, Chelseyen_US
dc.date.accessioned2015-10-01T16:15:13Z
dc.date.available2015-10-01T16:15:13Z
dc.date.issued2011
dc.identifier.urihttp://commons.lib.niu.edu/handle/10843/13919
dc.description.abstractMany students have difficulty constructing a quality written argument, especially when they must consider an audience. The difficulty may be that they do not possess an adequate schema for constructing an argument. In this study, we manipulated two conditions: audience type (friendly, hostile, mixed) and instructions (tutor, no tutor) in order to determine the effect they have on number of rebuttals, explanations, counters, reasons, adaptations, appeals, and pejoratives, We hypothesized that participants in the tutor condition will perform better than those in the no tutor condition at all levels of audience type. We also hypothesized that students with a hostile audience will perform better than those with a friendly audience regardless of tutor or no tutor, and that participants with a mixed audience will include a more even range of argument elements than will those with friendly or hostile audiences. Results indicated that the tutor had a main effect on number of reasons, responses, rebuttals, and. counters; participants given the tutor produced a significantly higher number ofthese argument elements. The only effect of audience found was with a mixed audience; participants with a mixed audience used significantly more second person pronouns than those with a friendly or hostile audience. An implication for education is that rather than using the classic method offocusing on the audience, it may be better to give students the information needed to make an argument and then guide them through the process of argumentation, emphasizing the importance of why the elements should be used.en_US
dc.format.extent35 pagesen_US
dc.language.isoen_USen_US
dc.publisherNorthern Illinois Universityen_US
dc.rightsNIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.en_US
dc.subjectpsychologyen_US
dc.subjectargumenten_US
dc.subjectwrittenen_US
dc.subjectaudience typeen_US
dc.titleThe Effect of Audience Type on Written Argumentationen_US
dc.type.genreDissertation/Thesisen_US
dc.typeTexten_US
dc.contributor.departmentDepartment of Psychologyen_US
dc.description.degreeB.A. (Bachelor of Arts)en_US


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