Experimental Approaches to Evaluating Writing. Study 2: "Just Say No to Drugs" and Other Unwelcome Advice: Exploring the Creation and Interpretation of Drug Education Literature. Final Report.

Autor/inn/en	Schriver, Karen A.; und weitere
Institution	National Center for the Study of Writing and Literacy, Berkeley, CA.; National Center for the Study of Writing and Literacy, Pittsburgh, PA.
Titel	Experimental Approaches to Evaluating Writing. Study 2: "Just Say No to Drugs" and Other Unwelcome Advice: Exploring the Creation and Interpretation of Drug Education Literature. Final Report.
Quelle	(1996), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Audience Analysis; Audience Awareness; Audience Response; Discourse Communities; Drug Abuse; Drug Education; Health Education; Higher Education; Media Research; Persuasive Discourse; Secondary Education; Writing Research; Ohio; Pennsylvania; West Virginia + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Zuschauerverhalten; Drogenarbeit; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Medienforschung; Persuasion; Persuasive Kommunikation; Sekundarbereich; Schreibforschung
Abstract	A study explored how teenage audiences interpreted brochures intended to discourage them from taking drugs, and more broadly, how readers respond to the visual and verbal messages presented through brochures that aim to inform and persuade. Over 100 brochures and handouts from national and local drug prevention agencies were collected. A subset of brochures intended for a junior high school, high school, or a college audience were selected. A total of 297 students from western Pennsylvania, West Virginia, and eastern Ohio, ranging in age from 11 to 21 years took part in focus groups, surveys, and one-on-one interviews, or provided think-aloud reading protocols. Five document designers were interviewed about their work, about their process in designing documents, about who made decisions regarding the final content, and about who had control over the final text. Results indicated that drug education literature as currently designed is not working very well for teenagers--the problem is related to the "simplistic 'just say no'" rhetorical stance of the drug prevention agencies and to what teenagers view as a condescending attitude toward them. Document designers placed too much faith in the adequacy of intuition-driven audience analysis. Teenagers' comments indicated a significant gap between the readers document designers imagined and the real audience. The drug education literature seemed to present an ethos that showed "someone had noticed the problem" rather than "someone was doing something about it." (Contains 24 notes, 36 references, 7 tables, and 1 figure of data.) (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC