Introduction Studied and engaged reading practices can be a springboard for effective writing. Knowing how to read specifically as a writer can help to identify features and forms of new genres, to implement those features in writing, and to ultimately be a self-directed, adaptive, and successful writer of new genres. I believe that using reading […]
reading
Reading is a Fun Thing We Can Do: A Research Proposal
I believe in literature. My students, however, liken reading to working out, saying that while it might be good for you, it doesn’t feel good. I want to change their minds. Reading, I think, is an inherently pleasurable activity, and it is also good for us. For literature entertains, creates myth, increases our capacity for […]
Reading is a fun thing we can do
Questions: Since I saw the syllabus in Comp Camp, I’ve been thinking about how I can add more reading into the curriculum. As we’ve gone along, I’ve refined my ideas significantly. At first, it was just a vague desire to assign/read/talk about useful and interesting writing. I wondered: where was the place for literature in […]
Inter-Genre Studies and Writing Outcomes
Research Motivation, Topic, and Question My interests for this pedagogical study started with personal concerns that we weren’t doing much reading in our English 101 classes. I believe that reading can be the cornerstone to good writing practices—it certainly is for me. Knowing how to read as a writer can help you identify features and […]
Read, Read, Read!!!
Hallstead, Tracy, and Glenda Pritchett. “Reading: The Bridge to Everywhere.” Double Helix, vol. 1, 2013, pp. 1-12 Summary of the article In “Reading: The Bridge to Everwhere” Tracy Hallstead and Glenda Pritchett start with the premise that students and composition teachers alike see reading as a “waste of time” (1). They go on to argue […]
Forget Formulas: Teaching Form through Function in Slow Writing and Reading as a Writer
1. Citation Tremmel, Michelle. “Forget Formulas: Teaching Form through Function in Slow Writing and Reading as a Writer.” Composition Studies, vol. 45, no. 2, Fall 2017, pp. 113–129. Web. 2. Summary In this article, Tremmel makes a case for a composition pedagogy that focuses on regular, slow writing practices that involve a reading component which she calls […]
Engaging Sources through Reading-Writing Connections Across the Disciplines
Citation: Carillo, Ellen C. “Engaging Sources through Reading-Writing Connections Across the Disciplines.” Across the Disciplines, vol. 13, no. 2, July 2016, p. 19. Summary Carillo aims to demonstrate how in a system where we emphasize the importance of “discipline-specific literacy” we are falling short by privileging writing over reading. She argues for the reinstatement of […]
“Conversations with Texts: Reading in the Teaching of Composition” Mariolina Salvatori
Salvatori, Mariolina. “Conversations with Texts: Reading in the Teaching of Composition” College English 58:4: 4401-454. Web. Summary In this article, Mariolina Salvatori addresses the tendency of introductory college composition courses to minimize traditional literary readings and to focus on writing practices, and posits several alternative reading practices that she believes can do specific service to […]