Abstract

This article is a study of the problems students face when visualizing a hypertext audience. Beginning with Ede and Lunsford's working definition of audience addressed/audience invoked, the author traces the students' problems with audience analysis to three interdependent issues: (a) a tendency to let the operational and functional levels of construction take precedent over figurative meaning, (b) confusion over the demands of print and oral audience expectations, and (c) an inability to conceive of hypertext as anything other than “pure process” and of the reader as anyone other than the writer.

Citation

Golson, E. (1995). Student hypertexts: The perils and promises of paths not taken. Computers and Composition, 12(3), 295-308. Elsevier Ltd. Retrieved August 11, 2024 from https://www.learntechlib.org/p/204583/.

Keywords

• adult learners
• audience addressed/audience invoked
• Audience Analysis
• computers
• hypertext
• print/oral culture
• Role-playing