The Synopsis that I gathered from Haas and Flowers’ “Rhetorical Reading Strategies and the Construction of Meaning” was none the less another interesting read. Experienced readers might come to understand that both reading and writing can be “context-rich, situational, and have constructive acts”. Though a large number of students may find reading and writing more or less to be an exchange of valued or non-valued information. Continuing on, multiple studies that have been conducted have also found that on average 77 percent of experienced readers tend to use content strategies to expand their knowledge of the reading. These strategies usually include vigorous annotations of the reading/writing that have been shown to improve the readers/writers’ comprehension of the material.
Previously, in Dr. Boyce’s literacy class, we rigorously studied and learned how to apply reading strategies to specific texts. Thus, the text ‘Stupid Lady From Denver’ by Chris Tovani (2004) struck me as especially familiar. Everything that was stated in the article brought back memory after memory of all the various reading strategies we covered last semester. Tovani (2004) states that “Good readers separate themselves from struggling readers when they recognize that they are confused and do something to repair meaning”, which rings especially true to my memory as well (p. 5). She encouraged us to seek out challenging portions of the text that confused us, use our marks to label what was unknown, and then use the strategies such as ReQuest,
Thomas Foster's How to Read Literature Like a Professor, is a thought provoking guide to reading literature. This book helps with understanding the “language of reading” and the importance of details. Foster opens up a new side of literature where rather than reading emotionally, you dig deeper into the grammar of the literary work to discover the true meaning. How to Read Literature Like a Professor, is beneficial when reading any kind of literary work. It explains the particular “set of conventions and patterns, codes and rules” (Foster xxv) used when dealing with literary works.
Unit 1 Activity 3: Throughout this course, I have been able to develop a wide variety of many different skills, from when I first attended St Louis I had a reasonable understanding of my reading and speaking skills, after reviewing the listening and speaking content and completing the assignments it has helped me improve so much not only in school but in my everyday life since the first day I attended St. Louis improving my skills and helping me to Avoid distractions, listening for the main idea and supporting details, Asking questions, and Visualizing. An example from the course is the Rick Mercer report on the issue of young voters that was shown in class, it was extremely effective in helping me correct my the previous listening skill errors I had made in past assignments, from encouraging the
To be an expert in literature you want to keep an open mind no matter what kind of text you are reading. In How to Read Literature like a Professor Foster writes, “Don’t read only from your own fixed position... Instead try to find a reading perspective that allows for sympathy...that understands the text” (234). Foster wants people to find a different reading perspective that helps you to understand the reading. People need to not be influenced by their own beliefs they need to keep an open mind at all times so they do not ignore the real message the reading is trying to portray.
Many students read-only to finish rather than to understand what they have read." Many students have yet to be interested in reading lengthy
Reading Strategy File One #1: Before Reading Strategy Name of Strategy: Anticipation Guide Description of Strategy: Anticipation guides prepare students for a story or a text. Anticipation guides help to motivate students to read a story, build curiosity and help students predict what will happen in a text or a story before beginning to read it. Anticipation guides also help students to self-monitor their own interactions with a text or story.
Summary: Bunn’s article informs us and shows us how to read, think, and analyze like a reader when reading. Reading like a writer helps us to think critically. The type of writing Bunn is using in his article is expository writing. The intended audience(s) in this article is college students.
The collective inner book acts as groundwork for one’s individual inner book. Students can take cues from the professor and those in the class who have done the reading on how to discuss it. Those who have not read the book are able to maintain an inner book independant from the book being discussed. Students can make attempt to study how the book is held in our society while also drawing upon previous experiences in reading and in life to make valuable commentary. Bayard uses the concept of the inner book to delve deeper into the psychology of reading.
In “The 7 Habits of Highly Effective Readers” by Kavitha Rao, she express her opinion on the topic that the current generation is not reading for fun. She mentions several experience she had with other people, that don 't see the benefit in reading for fun. She says that since people aren 't reading more leisure anymore they 're becoming less creative, inarticulate, have poor communication skills and low confidence, which is caused by parents forcing their kids to read, and the education system need to have students memorize textbooks and nothing else. After reading this article I find myself disagreeing with Rao on several points she made, I don’t believe the modern attitude towards reading is causing people to be self absorbed and unimaginative, she also claims that book clubs don 't encourage reading for fun, parents are forcing their children to read boring books which turned them away from reading and that the educational system is to blame for college students for being inarticulate.
He supports this argument by citing a study conducted by students who have attended The University College London. The study proved to us that we no longer thoroughly read material, rather we just skim over most of what we read. From the convoluted works of the late 19th century, to the material of present day, the way we write and comprehend
She believes the syllabus provided to students do not include any challenging books, and her belief toward high school teachers becoming too lazy to examine thoroughly if the book the education system provides them with represent any true and significant value is a recurring concern of hers’- therefore ineffective to students. All in all, Prose used ethos, pathos, logos and the usage of specific words to help her argument. She successfully persuades her point of view and makes it clear that if schools want their curriculum to improve, they must change their way of teaching and push their students to view literature in a new
Although I could not relate because of my lack of note-taking skills, the article did teach me a few things. The article helped me see that reading a book is more of a conversation with the author and myself. I believe Alder delivers an unyielding response and has a large number of the answers for the disagreement against marking in books. Alder does not say in his article that his view is the correct tactic but is rather only presenting a proposition of one way that he has attempted and experimented with and has discovered it to be an effective way. I believe this article could be read by anybody interested in increasing their learning experience and what they take out of their readings.
Introduction Lenses on Reading: An Introduction to Theories and Modelsis an excellent read. The authors bring a lot of useful information to not only the field of education but to the classroom. Throughout the book, the authors provided vignettes to show theoretical models in action which gives the reader a visual of how the theoretical model can be applied. The layout of the chapters was in chronological order which is was also helpful.
Attention has always been a prized commodity. The brain knows it and cognitive psychologists know it, but the average person has yet to fully grasp the concept. Articles on how to multi-task still flag the covers of popular magazines, and distracting cell phones and tablets accompany students to class on the forefront of their desks next their notes. It has been verified time and time again that the mind simply cannot attend to two things simultaneously; one can pay attention to one thing or another, but not to two things at once. People know that neutralizing distractions will yield invaluable minutes of clarity and focus, but for most, the application of such, is nearly impossible.
