{"id":101,"date":"2018-08-03T11:17:56","date_gmt":"2018-08-03T11:17:56","guid":{"rendered":"https:\/\/blogs.kcl.ac.uk\/aflkings\/?page_id=101"},"modified":"2019-08-05T11:16:37","modified_gmt":"2019-08-05T11:16:37","slug":"writing-for-external-audiences","status":"publish","type":"page","link":"https:\/\/blogs.kcl.ac.uk\/aflkings\/authentic-and-complex-tasks\/writing-for-external-audiences\/","title":{"rendered":"Creating output for External Audiences"},"content":{"rendered":"

What is it?\u00a0<\/strong><\/h2>\n

Established forms of assessment such as exams and essays can focus students’ energies on producing work for the approval of one or two assessors.\u00a0Although essay writing and oral presentations in particular assess criticality, argument construction and all kinds of crucial writing skills, writing for assessors can interfere with the understanding that writing\u00a0and presentations\u00a0in the real world\u00a0are\u00a0almost always conducted with an audience in mind.<\/strong> The \u2018student essay\u2019 is a genre in itself, and not a widely applicable or authentic one (Hyland, 2003), but this can\u00a0often\u00a0be\u00a0the only writing many students come into contact with. This can be a missed opportunity for developing skills and sensitivities with wider relevance.\u00a0Supplementing (or even replacing in some disciplines) essays for inquiry which leads to outputs for an audience beyond the university helps foster these skills and sensitivities and can stimulate engagement with academic work which students\u00a0feel is more connected to\u00a0a real-world context. The audience can be real or imagined, and needs to be carefully conceptualised.<\/p>\n

Why would I use it?<\/b><\/h2>\n