Reconnecting Reading and Writing

Name: Reconnecting Reading and Writing
Brand: Parlor Press, LLC
Price: 19.49 EUR
Availability: OnlineOnly

Alice S. Horning Elizabeth W. Kraemer(Herausgeber*in)

Parlor Press, LLC

Erschienen am 6. September 2013

339 Seiten

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978-1-60235-461-6 (ISBN)

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Inhalt

Front cover
Series page
Title page
Copyright page
Contents
Series Editors' Preface
Charles Bazerman, Mary Jo Reiff, and Anis Bawarshi
Part I: Overview
1 Reconnecting Reading and Writing: Introduction and Overview
Alice S. Horning and Elizabeth W. Kraemer
Reading Abilities at Entry and Graduation
Reading at Entry: The ACT Reading Test
Reading at Graduation: Pew National Survey of America's College Students
Definitions
Reading
Writing
New Literacies
Multiliteracies
Information Literacy
More Reasons to Reconnect Reading and Writing
National Commission on Writing
DEEP Study of College Success
Qualitative Research Supporting Reconnection: George Mason University and University of Arkansas Students' Reading and Writing
Organizational Policy Statements
NCTE and IRA: Redefining the Reading/Writing Connection?
College English: CCCC and CWPA
An Overview of the Book
Part I: Overview
Part II: Classrooms and Students
Part III: Contexts and Resources
2 A Historical and Theoretical Review of the Literature: Reading and Writing Connections
Allison L. Harl
English Studies in the Eighteenth and Nineteenth Centuries: Belles Lettres
The Twentieth Century
The Writing Process
Cognitive Approach
Expressivist Approaches
The Turn of the Century: The Social Turn
The Twenty-First Century: Technology and New Media
Conclusion
3 How Other Nations Approach Reading and Writing
Jennifer Coon
Globally Speaking
Programme for International Student Assessment
Adult Literacy and Life Skills Survey
International Reports on Literacy Research
Reading and Writing Instruction in Italy
Reading and Writing Instruction in Hong Kong
Reading and Writing Instruction in Argentina
Reading and Writing Instruction in Australia
Conclusion
Part II: Classrooms and Students
4 Writing and Reading Across the Curriculum: Best Practices and Practical Guidelines
Alice Horning
Issues and Problems in Teaching Reading with Writing
The Functions of Reading
The "Bounce off" Function
Reading to Imitate
Reading to Digest and Incorporate
Monday Morning Goals
Reading and Writing in Writing Classes Monday Morning
Strategy One: Understanding Reading
Strategy Two: Overt Teaching of Critical Reading Skills
Strategy Three: Modeling by Reading Aloud
Strategy Four: Intensive Reading Through the Use of Reading Guides
Strategy Five: Discourse Synthesis
Reading and Writing Across the Curriculum Monday Morning
Strategy Six: Scaffolding with Text Apparatus
Strategy Seven: Scaffolding with Graphic Organizers
Strategy Eight: Extensive Reading for Practice
Strategy Nine: Learning to Read in Specific Disciplines
Strategy Ten: Learning to Read Critically on Screens
5 First Year Writers: Forward Movement, Backward Progress
Kathleen Skomski
Understanding the Basic Writer
The Reading/Writing Connection
Level I: Remembering
Level II: Understanding
Level III: Applying
Level IV: Analyzing
Level V: Evaluating
Level VI: Creating
Now What?
Classroom Practices and Suggestions
6 Second Language Reading-Writing Relations
William Grabe and Cui Zhang
The L2 Student in the L1 English Composition Class
Research on L2 Reading-Writing Integration in the Writing Classroom
Summary Writing
Synthesis Writing
Research Papers
Contrastive Rhetoric, Socialization, and Plagiarism
L2 Language Proficiency and the Limits on English L2 Writing Abilities
Implications from L2 Research on Reading-Writing Relations for Writing Instruction
7 The Common Core Standards and Preparation for Reading and Writing in College
David A. Jolliffe
History and Goals of the Common Core Standards
Why Should College and University Faculty Members Be Concerned?
The Reading Standards: In Isolation and in Relation to Writing
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
The Common Core Writing Standards: A Disconnect?
Issues and Concerns about the Standards in General and about Reading in Particular
Preparing to Teach the Common Core Standards: Major Challenges for Teachers
An Observation and a Modest Proposal
Note
Part III: Contexts and Resources
8 Reading and Writing Connections in College Composition Textbooks: The Role of Textbook Readers
Jimmy Fleming
Ways of Reading and First-Year Writing
The Reading-Writing Connection in Textbooks
Ways of Seeing Textbook Readers: Reading the Apparatus
Rhetorical Readers: Reading as Rhetorical Invention
Thematic Readers: Reading for Meaning and Analysis
Argument Readers: Reading to Evaluate and Create Meaning
Writing Across the Curriculum Readers: Reading as Inquiry
Reading and Writing Text-to-Text: Extending the Conversation
Reading and Writing Text-to-Text: Literacy and Learning Practices
Reading and Writing Text-to-Text: Writing about Writing
Why Use a Reader: The Triangulation of Students, Teachers, and Textbooks
Author Acknowledgments
9 Reuniting Reading and Writing: Revisiting the Role of the Library
Cynthia R. Haller
From Bibliographic Instruction to Information Literacy: Changing Views of the Library
Reading, Research, and Writing: Conceptual and Theoretical Connections
Critical Literacy: Connecting Reading, Writing, and Disciplinary Content
Networking-Coordination Approaches
Coordination-Collaboration Approaches: Libraries and Writing Centers
Collaborative Approaches: Toward an Integrated Critical Literacy
Course Integrations of Information Literacy
Assessment-Based Initiatives
Sustainable Information Literacy
Conclusion: Opening a Blind Eye
Notes
10 Undergraduate Research and Information Literacy in the Digital Environment
Erik D. Drake
Models of Information Seeking
Information Seeking and Information Literacy
Information Seeking in Digital Environments
Information Seeking by Academic Discipline
Screen-Based Reading Behaviors
E-readers, Reading and Writing
Digital Information Literacy Instruction and Libraries
Conclusion and Implications for Research
Appendices
Appendix A: The Association of College and Research Libraries Information Literacy Competency Standards for Higher Education [Excerpt]
Appendix B: Research-Based Recommendations for Effective Instruction in 21st-Century Literacies: A Policy Research Brief produced by the National Council of Teachers of English [Excerpt]
Appendix C: Conference on College Composition and Communication Position Statement on Teaching, Learning, and Assessing Writing in Digital Environments [Excerpt]
Appendix D: Writing Program Administrators' First Year Writing Outcomes [Excerpt]
Appendix E: Common Core Standards in English Language Arts [Excerpts]
Appendix F: Other Writing Textbooks of Note
Glossary
References
Contributors
About the Editors
Index
Back cover

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