Different students have different methods of learning especially when it comes to reading and literature. Linear writing is very common in literature because it refers to traditional text which requires the reader to read the contents from the beginning of the text until the end. The readers would then have to understand the context as he reads the text and ideally develops an analysis right after reading the entire text. On the other hand, hypertext writing pertains to the opposite of linear reading and learning because it allows readers to follow their own unique path of exploring the context of the reading material. Hypertext writing encourages better analysis and understanding because it allows readers to create their own order and interpretation of the reading materials they have engaged in.
The article is very informative because it informs readers about the difference between linear writing and hypertext writing. It also associates both linear writing and hypertext writing to how well students respond to reading materials with the use of both of these methods. The article emphasizes the fact that hypertext writing and observational learning have major impacts on a reader’s capacity to understand and analyze the reading materials that they are engaging in (Braaksma et al. 264). In linear writing, readers are expected to go through reading materials in the most common order. This order encompasses reading a text from beginning until the end because this is how the author of the text wishes the readers to engage in such literature.
The article emphasizes that in linear writing, the readers will only be able to grasp the full context of the reading material once the reader has completely read and understood the entire text. On the other hand, hypertext writing encourages readers to explore reading materials in their own unique ways and interpret the ideas in ways that would suit them best (Braaksma et al. 271). The article sought to determine the impact of hypertext writing towards a reader’s self-efficacy and the text quality when a reader creates an analysis of the reading material he has just finished reading. The article emphasized the fact that hypertext writing had effects on content knowledge, essay writing, and overall comprehension.
It is predictable that the results of the experiment specified in the article shows that readers who have no background knowledge about the reading material scored better in hypertext writing compared to linear writing. This is because hypertext writing allowed the readers to interpret the text in their own ways and there were no restrictions to how they interpreted the reading material (Braaksma et al. 285). These readers were not bound by the linear quality of linear writing. On the other hand, readers with background knowledge about the reading material were able to efficiently analyze the reading materials even though the materials were written using linear writing.
Conclusion
In conclusion, the article has emphasized the significance of the effects of hypertext writing to readers’ overall comprehension, content knowledge, and essay writing. In hypertext writing, readers have the liberty to read and analyze reading materials in a way that would be most convenient for them. In linear writing, readers are expected to read and engage with reading materials in the way that the authors of the reading materials have intended. Therefore, linear writing requires readers to focus on the context of the reading materials while following a strict order in accordance with the authors’ intentions and pacing. However, hypertext writing helps improve knowledge acquisition, self-efficacy, and text quality by allowing readers to explore reading materials in unique ways that give them the liberty to modify their interactions in a way that helps them understand the reading materials better.
Writing Studies Journey 