Purpose for

READING

Purpose for
Reading

When we write, we have a reason for doing so. That

reason is inextricably bound up in the context of the situation
that we are in at the time. Thus, when we write a letter, we
want to share our experiences or exchange information with
friends, family, authority or public services. We have
something to say to someone!

In school, students reasons for writing traditionally

revolve around teacher expectations and a benign
acceptance of writing being school-related task.

Conditions for purposeful writing are numerous. Time,

place, state of mind of the author, and his or her role and
purpose all bear on the writing act. As well, account needs to
be taken care of the audience for whom the writing is being
done.

ROLE, particularly is important.

Traditionally, students write as students. Projecting
oneself into a role, other than that which one plays
in real life, requires considerable background
knowledge and understanding of the person, his or
her life-style, ambitions, tasks, attitudes, feelings
and relationships with others, as well as having the
capacity to use that knowledge to create a
convincing personality
in their own right.

Thus, students need to identify

who they are, the social role of
the person whose character they
are assuming, and the situation
they are in. this can be decided
upon individually or in a group.

Context, Purpose, and Audience

Determine Form

Not too long, we have imposed writing forms or genres on

students. We have instructed write me an
essay/poem/descriptions/play/review and have often been
disappointed by the outcomes. When students have established
their context for writing, have determined their purpose for
writing, and have identified the audience they wish to read and
respond to their writing, the form of genre, register or style fit
into place. The context, purpose and audience form a baseline
for considering what form of writing is appropriate.

Thus, in a unit about

Roman Bread and Circuses,
students have read text
material describing the events
surrounding public holidays in
Ancient Rome, and have
sorted out the views of
members of different social
sectors towards festival days.

They are asked to choose a

role from a list:
A slave-gladiator
The emperor, Caesar.
A worker-spectator.
A condemned criminal.
A straight-laced citizen.

The audience, in this situation, are peers who swap

each others writing or display it on classroom walls.
Some students feel more comfortable with one form
of writing in preference to another. While it is our job to
develop students strengths, it is also our responsibility
to extend the range of forms with which a student is
familiar, and will openly attempt to use. At the same
time, we should never cause students to be apologetic
about their writing, but be open to the range of possible
forms and directions that writing may take.

Thank You
For Listening!