Carol Cubias

Annotated Bibliographies:

When considering an audience, how do I get first graders to write of someone else rather than
themselves?

1. Duran, L. (2016). Audience and Young Bilingual Writers. Journal of Literacy Research,
49(1). doi:10.1177/1086296X16683420

Audience and Young Bilingual Writers

This article is about audience-writing with bilingual writers in a transitional bilingual
program. It focuses on the research of audience awareness in a linguistically diverse setting and
how it should be approached. The article has a study that takes place in a first grade classroom
at Kimball Elementary with Ms Barry, a bilingual/bicultural teacher. In her classroom she
connects language choice with audience awareness and much more. This connects with my
topic as it deals with a first grade classroom as well. It helps understands topic of audience with
first grade bilingual students, .

2. Durn, L. (2016). Revisiting family message journals: Audience and biliteracy

development in a first-grade ESL classroom. Language Arts, 93(5), 354-365.

Audience and Biliteracy Development in a First-Grade ESL Classroom.

This article takes place in an ESL first-grade classroom where the topic of audience in
emphasized by having the children explore of how writers change voices for different readers.
By different reader, it refers to different types of audiences. It also recognizes the theory of early
audience awareness where it explains how younger readers are egocentric and are incapable to
write about other audiences. However, recent research showed that younger children can write
with their audience in mind. This is connects to the initial question because both address the
misconception that younger readers are not capable of writing to others.

3. Leyva, D., Hopson, S., & Nichols, A. (2012). Reading a note, reading a mind: Children's
notating skills and understanding of mind. Reading and Writing, 25(3), 701-716.

Reading a note, reading a mind: childrens notating skills and understanding of mind
This is about how children's understanding of the mind helps with reading skills and
written marks. It goes further into whether preschool and kindergarten children have an
audience and a writer in mind when they make and read written marks to convey and decipher
information. This connects to audience in first grade as we began to understand how their mind
works in addition written marks.

4. Oswald, R. A. (2002). The story of molly: Using audience awareness in a second-grade

writers' workshop. Ohio Reading Teacher, 35(2), 20-27.
 Using Audience Awareness in a Second-Grade Writers' Workshop
This Article explains what is the first few audience that younger students consider. They
first try to write or please the teacher. Then they consider to write to their peers. The study takes
place in a second grade classroom where they make research on audience awareness with
these students. This article goes into detail of how students consider an audience which ties to
the initial question

5. Spanke, J., & Paul, K. A. (2015). From the Pens of Babes. Gifted Child Today, 38(3),
177-186. doi:10.1177/1076217515583743

Authentic Audiences for Talented, Young Writers

This article talks about how to authentic audience into two students writing and how it
works with younger writers. It explores a 16-year-old boy and a 6-year-old girl on the concept of
authentic audience. With the 6-year-old, this article helps understand what the process and
ways younger students develop the sense of audience into their writing. It also compares it to
the 16-year-old. This article gives examples and methods to engage young writers to think
about audiences into the early stages of writing.

6. Tompkins, G. E. (2012). Teaching writing: Balancing process and product (6th ed.).
Boston: Pearson.

On the book Teaching Writing, it explains how in the writing process includes
considering an audience. Here, the text recognizes that the students most of the time write
about themselves, to express and clarify their own ideas and feelings. They can start writing to
others considering the audience of their grandparents, parents, classmates, and teachers. Then
it can get more complex where students start writing to businesses and others. This helps
teachers find ways for young writer to consider writing to others rather than themselves. Pg. 7

7. Tompkins, G. E. (2012). Teaching writing: Balancing process and product (6th ed.).
Boston: Pearson.

On the book Teaching Writing chapter 2, talks about capable writers. One of the
characteristics of a capable writer is audience, purpose, and form. Capable writers vary how
they write depending in their purpose for writing and the audience that will read their
composition. The teacher can use this information to help younger students think of who is
going to read their paper and how they are going to communicate with them. Pg 46

8. Wollman-Bonilla, J. (2001). Can First-Grade Writers Demonstrate Audience Awareness?

Reading Research Quarterly, 36(2), 184-201.
 Can First-Grade Writers Demonstrate Audience awareness?
This article recognizes the relationship between reading and writing to tie it with
audience, because they believe that writers have the need to write well enough to keep their
readers to keep reading their work. Just like learning, it says that audience awareness is part of
the social process. This study focuses on a first-grade class on their development of audience
awareness in the context of family message journal writing. This connects as it gives more
information about how audience is developed through younger students.