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Record Nr. |
UNINA9910463904603321 |
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Autore |
Carillo Ellen C. |
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Titolo |
Securing a place for reading in composition : the importance of teaching for transfer / / Ellen C. Carillo |
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Pubbl/distr/stampa |
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Boulder, Colorado : , : Utah State University Press, , 2015 |
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©2015 |
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ISBN |
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Descrizione fisica |
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1 online resource (210 p.) |
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Disciplina |
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Soggetti |
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Composition (Language arts) |
Reading |
English language - Rhetoric - Study and teaching |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Contents; Acknowledgments; 1. Introduction; 2. Reading in Contemporary First-Year Composition Classes; 3. Historical Contexts; 4. Reading in Composition Research and Teaching, 1980-1993; 5. Transfer of Learning Scholarship and Reading Instruction in First-Year Composition; 6. Teaching Mindful Reading to Promote the Transfer of Reading Knowledge; 7. Epilogue: A Changing Landscape; Appendix A: Annotated Bibliography; Appendix B: Handouts from Professional Development Workshops on Integrating Attention to Reading intoCourses across the Curriculum |
Appendix C: Supporting Materials from National Survey ofFirst-Year Composition Instructors and Their StudentsReferences; About the Author; Index |
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Sommario/riassunto |
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"Securing a Place for Reading in Composition addresses the dissonance between the need to prepare students to read--not just write--complex texts and the lack of recent scholarship on reading-writing connections. Author Ellen Carillo argues that including attention to reading practices is crucial for developing more comprehensive literacy pedagogies. Students who can read actively and reflectively will be able to work successfully with the range of complex texts they will |
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encounter throughout their post-secondary academic careers and beyond. Considering the role of reading within composition from both historical and contemporary perspectives, Carillo makes recommendations for the productive integration of reading instruction into first-year writing courses. She details a "mindful reading" framework wherein instructors help students cultivate a repertoire of approaches upon which they consistently reflect as they apply them to various texts. This metacognitive frame allows students to become knowledgeable and deliberate about how they read and gives students the opportunity to develop the metacognitive skills useful for moving among reading approaches in mindful ways, thus preparing them to actively and productively read in courses and contexts outside of first-year composition. Securing a Place for Reading in Composition also explores how the field of composition might begin to effectively address reading, including conducting research on reading, revising outcome statements, and revisiting the core courses in graduate programs. It will be of great interest to writing program administrators as well as compositionists"-- |
" Securing a Place for Reading in Composition addresses the dissonance between the need to prepare students to read, not just write, complex texts and the lack of recent scholarship on reading-writing connections. Author Ellen C. Carillo argues that including attention-to-reading practices is crucial for developing more comprehensive literacy pedagogies. Students who can read actively and reflectively will be able to work successfully with the range of complex texts they will encounter throughout their post-secondary academic careers and beyond. Considering the role of reading within composition from both historical and contemporary perspectives, Carillo makes recommendations for the productive integration of reading instruction into first-year writing courses. She details a "mindful reading" framework wherein instructors help students cultivate a repertoire of approaches upon which they consistently reflect as they apply them to various texts. This metacognitive frame allows students to become knowledgeable and deliberate about how they read and gives them the opportunity to develop the skills useful for moving among reading approaches in mindful ways, thus preparing them to actively and productively read in courses and contexts outside first-year composition. Securing a Place for Reading in Composition also explores how the field of composition might begin to effectively address reading, including conducting research on reading, revising outcome statements, and revisiting the core courses in graduate programs. It will be of great interest to writing program administrators and other compositionists and their graduate students. "-- |
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