It seemed to me that they wrote constantly in my class, very occasionally in reading, and rarely any other place. I have always thought writing should be done in all classes, which leads to the premise for this article.
By teaching our students how to engage deeply and actively with the texts they read, we are preparing them to be critical thinkers and thoughtful writers. This process begins with the instructor taking on both reading and writing instruction as her responsibility. The list below draws from my own teaching experience and from chapter nine of John C.
Model your own reading process.
As a college-level instructor, you are an expert and experienced reader. Allow your students to benefit from your knowledge!
On the first day of class, pass out a guide describing your own reading practices. You may describe where you read, what you read with pen and paper? Most importantly, explain what you do when you get stuck, confused, or frustrated in your reading.
Your descriptions of how you overcome such stumbling blocks may be general or discipline-specific; either way, they will help prepare your students for the inevitable difficulties of reading complex texts.
See below for the reading guide I provide for my literature students. Feel free to alter it to reflect good reading practices in your discipline.
Explain the genres and writing conventions of your discipline. Your students encounter varieties of texts in their studies and their lives. Prepare your students for your reading material by explaining what kinds of texts you will assign ie. Similarly, you should teach your students how to identify the writing conventions of your discipline.
Avoid lecturing over readings. Over-explaining a text, argues Bean, teaches students that they do not need to read the assigned material Bean Instead of explaining the reading material to your students, encourage them to read actively and bring their own explanations, conclusions, and questions to class.
Create active reading assignments. You can goad your students into reading and participating actively by constructing low-stakes reading assignments. For example, you may require your students to submit reading logs or response notebooks that record the questions, comments, and insights that occur as they read.
These assignments may also be tailored to address the specific reading troubles your students encounter. A Guide for Effective Reading Literature Reading a work of literature is not like reading a text message, a menu, or a street sign.
Such a complex work requires more patience, concentration, and participation from its readers than other forms of written language. Please consider the following recommendations in this spirit.
Always read with a writing utensil and a piece of paper.Textbook Binding. $ - $ Other Sellers. See all 31 versions Buy used.
$ Condition: Used Writing and Reading Across the Curriculum, Books a la Carte Edition, MLA Update Edition (13th Edition) Laurence Behrens. out of 5 stars 4. Loose Leaf. $Reviews: The reading section begins with a question and answer introduction to reading across the curriculum, offers information about textbook readability, and explains textbook structure.
Next, strategies for learning the important ideas from textbooks are suggested, such as graphic organizers, semantic mapping, and vocabulary learning techniques.
r-bridal.com: Writing and Reading Across the Curriculum () by Laurence Behrens; Leonard J. Rosen and a great selection of similar New, Used and Collectible Books available now at great prices/5(3). His Writing and Reading Across the Curriculum, co-authored with Leonard J. Rosen, originally published in and now in its 14th Edition, was the first widely used cross-curricular textbook Author: Laurence Behrens.
In addition to Sequence for Academic Writing and Writing Across the Curriculum, Dr.
Behrens’ other books with Leonard J. Rosen include Writing Papers in College, Reading for College Writers, Theme and Variations: The Impact of Great Ideas, and The Allyn & Bacon Handbook.4/5().
Some books in a text set reading, opinion/argumentative writing, research, unit development, or) Reading and writing across the curriculum How are we doing?