341 Pages
English
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Reconnecting Reading and Writing

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341 Pages
English

Description

Reconnecting Reading and Writing explores the ways in which reading can and should have a strong role in the teaching of writing in college. Reconnecting Reading and Writing draws on broad perspectives from history and international work to show how and why reading should be reunited with writing in college and high school classrooms. It presents an overview of relevant research on reading and how it can best be used to support and enhance writing instruction.

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Published 06 September 2013
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EAN13 9781602354616
Language English
Document size 1 MB

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Reconnecting&Reading& WRiting
editedbyaliceS. HoRning& elizabetHW. KRaemeR
R G  R  C Seies Editô, Chales Bazeman
R G  R  C Seies Editôs: Chales Bazeman, May Jô ReiFF, and Anis Bawashi
The Seies pôvides cômpact, cômpehensive and cônvenient suveys ôF what has been leaned thôugh eseach and pactice as cômpôsitiôn has emeged as an academic discipline ôve the last halF centuy. Each vôl-ume is devôted tô a single tôpic that has been ôF inteest in hetôic and cômpôsitiôn in ecent yeas, tô synthesize and make available the sum and pats ôF what has been leaned ôn that tôpic. These eFeence guides ae designed tô help deepen classôôm pactice by making available the côllective wisdôm ôF the Field and will pôvide the basis Fô new eseach. The Seies is intended ô be ôF use tô teaches at all levels ôF educatiôn, eseaches and schôlas ôF witing, gaduate students leaning abôut the Field, and all, natiônally and intenatiônally, whô have inteest in ô e-spônsibility Fô witing pôgams and the teaching ôF witing. Palô Pess and The WAC Cleainghôuse ae côllabôating sô that these bôôks will be widely available thôugh lôw côst pint editiôns and Fee elec-tônic distibutiôn. The publishes and the seies editôs ae all teaches and eseaches ôF witing, cômmitted tô the pinciple that knôwledge shôuld Feely ciculate. We see the ôppôtunities that new technôlôgies have Fô Futhe demôcatizing knôwledge. And we see that tô shae the pôwe ôF witing is tô shae the means Fô all tô aticulate thei needs, inteest, and leaning intô the geat expeiment ôF liteacy.
E B   S Inventîon în Retorîc and Composîtîon(2004, Laue) Reerence Guîde to Wrîtîng across te Currîculum(2005, Bazeman, et al.) Revîsîon: Hîstory, Teory, and Practîce(2006, Hôning and Becke) Wrîtîng Program Admînîstratîon(2007, McLeôd) Communîty Lîteracy and te Retorîc o Local Publîcs(2008, Lông) Argument în Composîtîon(2009, Ramage, et al.) Basîc Wrîtîng(2010, Otte and Mlynaczyk) Genre: An Introductîon to Hîstory, Teory, Researc, and Pedagogy(2010, Bawashi and ReiFF ) Reconnectîng Readîng and Wrîtîng(2013, Hôning and Kaeme)
ReconnectIng ReadIng and WrItIng
EdIted by ALIce S. ornIng and ELIzabetH W. Kraemer
Pàô Péŝŝ Anderson, Sout Carolîna .àôéŝŝ.çô
Té WAC Céàôûŝé Fort Collîns, Colorado ://àç.çôôŝàé.éû/
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S A N:  5 4 - 8 8 7 9
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Réçôéç éà à  / éé  Açé S. ô à Eàé W. Kàéé.  àéŝ ç -- (Réééçé ûéŝ ô éôç à çôôŝô)  ïçûéŝ ôàçà éééçéŝ à é.  ïSBN 978--6035-459-3 (. : à. àé) -- ïSBN 978--6035-460-9 (àçôé : à. àé) -- ïSBN 978--6035-46-6 (àôé éôô) -- ïSBN 978--6035-46-3 (éû) -- ïSBN 978--6035-463-0 (é) . àûàé àŝ. . Réà. ï. ô, Açé S. ïï. Kàéé, Eàé W., 974- B575.8.R398 03  37.6--ç3  03030688
Sééŝ ôô éŝé  Kà Sôé. Côé  Jé û. Tŝ ôô ŝ é ô àç-éé àé.
Pàô Péŝŝ, C ŝ à ééé ûŝé ô ŝçôà à àé éŝ   à ûéà ôàŝ. Tŝ ôô ŝ àààé  àé, çô à éBôô ôàŝ ô Pàô Péŝŝ ô é Wô Wé Wé à ://. àôéŝŝ.çô ô ôû ôé à ç-à-ôà ôôŝôéŝ. ô ŝûŝŝô ôàô ô ô  ôû àôû Pàô Péŝŝ ûçàôŝ, é ô Pàô Péŝŝ, 305 Bàçéé Dé, Aéŝô, Sôû Càôà, 96, ô éà éô@àôéŝŝ.çô.
Té WAC Céàôûŝé ŝûôŝ éàçéŝ ô  àçôŝŝ é ŝçéŝ. ôŝé  Côôàô Sàé Uéŝ’ŝ Côôŝô Pôà,  ŝ ô-éé ôû ôûàŝ, éé ôô ŝééŝ, à éŝôûçéŝ ô éàçéŝ ô ûŝé   é çôûŝéŝ. Tŝ ôô  àŝô é àààé éé ô é ïéé à Té WAC Céàôûŝé (://àç.çôôŝàé.éû/).
Côéŝ
Series Editors’ PrefaceCarles Bazerman, Mary Jo Reîf, and Anîs Bawarsî
Part I: Overview Reconnecting Reading and Writing: Introduction and Overview5 Alîce S. Hornîng and Elîzabet W. Kraemer Réà Aéŝ à E à Gàûàô6 Réà à E: Té ACT Réà Téŝ6 Réà à Gàûàô: Pé Nàôà Sûé ô Aéçà’ŝ Côéé Sûéŝ7 Déôŝ8 Réà8 W10 Né éàçéŝ11 Mûéàçéŝ13 ïôàô éàç13 Môé Réàŝôŝ ô Réçôéç Réà à W17 Nàôà Côŝŝô ô W; DEEP Sû ô Côéé Sûççéŝŝ17 Qûààé Réŝéàç Sûô Réçôéçô: Géôé Màŝô Uéŝ à Uéŝ ô Aàŝàŝ Sûéŝ’ Réà à W18 Oààôà Pôç Sàééŝ20 NCTE à ïR A: Réé é Réà/ W Côéçô21 Côéé Eŝ: CCCC à CWPA21 A Oéé ô é Bôô23 Pà ï: Oéé23 Pà ïï: Càŝŝôôŝ à Sûéŝ23 Pà ïïï: Côéŝ à Réŝôûçéŝ24 A Historical and Theoretical Review of the Literature: Reading and Writing Connections26 Allîson L. Harl Eŝ Sûéŝ  é Eéé à Nééé Céûéŝ: Bééŝ ééŝ27 Té Téé Céû30 Té W Pôçéŝŝ31
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Côéŝ
Côé Aôàç34 Eéŝŝŝ Aôàçéŝ39 Té Tû ô é Céû: Té Sôçà Tû44 Té Té-ŝ Céû: Téçôô à Né Méà48 Côçûŝô52 3 How Other Nations Approach Reading and Writing55 Jennîer Coon Gôà Séà56 Pôàé ô ïéàôà Sûé Aŝŝéŝŝé56 Aû éàç à é Sŝ Sûé58 ïéàôà Réôŝ ô éàç Réŝéàç59 Réà à W ïŝûçô  ïà61 Réà à W ïŝûçô  ô Kô63 Réà à W ïŝûçô  Aéà64 Réà à W ïŝûçô  Aûŝàà66 Côçûŝô67
Part II: Classrooms and Students 4 Writing and Reading Across the Curriculum: Best Practices and Practical Guidelines71 Alîce S. Hornîng ïŝŝûéŝ à Pôéŝ  Téàç Réà  W71 Té ûçôŝ ô Réà75 Té “Bôûçé ô ” ûçô75 Réà ô ïàé78 Réà ô Déŝ à ïçôôàé78 Môà Mô Gôàŝ80 Réà à W  W Càŝŝéŝ Môà Mô80 Sàé Oé: Uéŝà Réà81 Sàé Tô: Oé Téàç ô Cçà Réà Sŝ81 Sàé Téé: Môé  Réà Aôû82 Sàé ôû: ïéŝé Réà Tôû é Uŝé ô Réà Gûéŝ82 Sàé é: Dŝçôûŝé Séŝŝ83 Réà à W Açôŝŝ é Cûçûû Môà Mô84 Sàé S: Sçàô  Té Aààûŝ84 Sàé Séé: Sçàô  Gàç Oàéŝ85 Sàé E: Eéŝé Réà ô Pàççé85 Sàé Né: éà ô Réà  Séçç Dŝçéŝ86 Sàé Té: éà ô Réà Cçà ô Sçééŝ87
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5 First Year Writers: Forward Movement, Backward Progress89 Katleen Skomskî Uéŝà é Bàŝç Wé89 Té Réà/W Côéçô91 éé ï: Rééé91 éé ïï: Uéŝà92 éé ïïï: A95 éé ïV: Aà97 éé V: Eàûà98 éé Vï: Céà99 Nô Wà103 Càŝŝôô Pàççéŝ à Sûéŝôŝ104 6 Second Language ReadingWriting Relations108 Wîllîam Grabe and Cuî Zang Té  Sûé  é  Eŝ Côôŝô Càŝŝ110 Réŝéàç ô  Réà-W ïéàô  é W Càŝŝôô113 Sûà W115 Séŝŝ W118 Réŝéàç Pàéŝ121 Côàŝé Réôç, Sôçààô, à Pààŝ123  àûàé Pôçéç à é ŝ ô Eŝ  W Aéŝ127 ïçàôŝ ô  Réŝéàç ô Réà-W Réàôŝ ô W ïŝûçô129 7 The Common Core Standards and Preparation for Reading and Writing in College134 Davîd A. Jollîfe ŝô à Gôàŝ ô é Côô Côé Sààŝ135 W Sôû Côéé à Uéŝ àçû Mééŝ Bé Côçéé136 Té Réà Sààŝ: ï ïŝôàô à  Réàô ô W137 Ké ïéàŝ à Déàŝ137 Cà à Sûçûé137 ïéàô ô Kôéé à ïéàŝ138 Ràé ô Réà à éé ô Té Côé138 Ké ïéàŝ à Déàŝ139 Cà à Sûçûé139 ïéàô ô Kôéé à ïéàŝ140 Ràé ô Réà à éé ô Té Côé140
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Té Côô Côé W Sààŝ: A Dŝçôéç141 ïŝŝûéŝ à Côçéŝ àôû é Sààŝ  Gééà à àôû Réà  Pàçûà144 Péà ô Téàç é Côô Côé Sààŝ: Màô Càééŝ ô Téàçéŝ150 A Oŝéàô à à Môéŝ Pôôŝà152 Nôé153
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Part III: Contexts and Resources 8 Reading and Writing Connections in College Composition Textbooks: The Role of Textbook Readers157 Jîmmy Flemîng Wàŝ ô Réà à ŝ-Yéà W158 Té Réà-W Côéçô  Téôôŝ159 Wàŝ ô Séé Téôô Réàéŝ: Réà é Aààûŝ163 Réôçà Réàéŝ: Réà àŝ Réôçà ïéô166 Téàç Réàéŝ: Réà ô Méà à Aàŝŝ172 Aûé Réàéŝ: Réà ô Eàûàé à Céàé Méà176 W Açôŝŝ é Cûçûû Réàéŝ: Réà àŝ ïû179 Réà à W Té-ô-Té: Eé é Côéŝàô181 Réà à W Té-ô-Té: éàç à éà Pàççéŝ184 Réà à W Té-ô-Té: W àôû W185 W Uŝé à Réàé: Té Tàûàô ô Sûéŝ, Téàçéŝ, à Téôôŝ189 Aûô Açôééŝ191 9 Reuniting Reading and Writing: Revisiting the Role of the Library192 Cyntîa R. Haller ô Bôàç ïŝûçô ô ïôàô éàç: Cà Véŝ ô é à192 Réà, Réŝéàç, à W: Côçéûà à Téôéçà Côéçôŝ198 Cçà éàç: Côéç Réà, W, à Dŝçà Côé205 Néô-Côôàô Aôàçéŝ208 Côôàô-Côàôàô Aôàçéŝ: àéŝ à W Cééŝ210 Côàôàé Aôàçéŝ: Tôà à ïéàé Cçà éàç211 Côûŝé ïéàôŝ ô ïôàô éàç211
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Aŝŝéŝŝé-Bàŝé ïàéŝ213 Sûŝààé ïôàô éàç215 Côçûŝô: Oé à B Eé216 Nôéŝ219 0 Undergraduate Research and Information Literacy in the Digital Environment220 Erîk D. Drake Môéŝ ô ïôàô Séé221 ïôàô Séé à ïôàô éàç223 ïôàô Séé  Dà Eôéŝ225 ïôàô Séé  Açàéç Dŝçé232 Sçéé-Bàŝé Réà Béàôŝ234 E-éàéŝ, Réà à W238 Dà ïôàô éàç ïŝûçô à àéŝ242 Côçûŝô à ïçàôŝ ô Réŝéàç245
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Appendices Appendix A: The Association of College and Research Libraries Information Literacy Competency Standards for Higher Education [Excerpt]251 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]260 Appendix C: Conference on College Composition and Communication Position Statement on Teaching, Learning, and Assessing Writing in Digital Environments [Excerpt]262 Appendix D: Writing Program Administrators’ First Year Writing Outcomes [Excerpt]266 Appendix E: Common Core Standards in English Language Arts [Excerpts]269 Appendix F: Other Writing Textbooks of Note275
Glossary279 References285 Contributors313 About the Editors315 Index317