Referenced Items are not available for this document.
The author identifies some of the persistent questions raised by people in education, business, and government who want to judge how well their texts are working. She compares the cognitive processes involved in reading to comprehend text with those involved in reading to evaluate and revise text, stressing that even experienced writers often need help in detecting and diagnosing text problems. She characterizes three general classes of tests for evaluating text quality: (1) text-focused, (2) expert-judgment-focused, and (3) reader-focused approaches. She reviews typical methods within each class, examining the strengths and limitations of particular tests, and discusses the relative advantages of reader-focused methods over other approaches
Published in:
Professional Communication, IEEE Transactions on
(Volume:32
,
Issue:
4
)
Date of Publication: Dec 1989
- Page(s):
- 238 - 255
- ISSN :
- 0361-1434
- INSPEC Accession Number:
- 3582600
- Digital Object Identifier :
- 10.1109/47.44536
- Product Type:
- Journals & Magazines
- Date of Current Version :
- 06 August 2002
- Issue Date :
- Dec 1989
- Sponsored by :
- IEEE Professional Communication Society
About IEEE Xplore | Contact | Help | Terms of Use | Nondiscrimination Policy | Site Map | Privacy & Opting Out of Cookies
A not-for-profit organization, IEEE is the world's largest professional association for the advancement of technology.
© Copyright 2013 IEEE - All rights reserved. Use of this web site signifies your agreement to the terms and conditions.
