Academic journal article Reader

Proposal: Making Reading Visible

Academic journal article Reader

Proposal: Making Reading Visible

Article excerpt

Writing and the teaching of writing figure prominently in our discussions of transfer and learning. Far less visible in our conversations is the transition to a more complex understanding and practice of reading. John Guillory (2008) suggests that the "difficulty" students have with writing often reflects an "underlying and much prevalent difficulty with reading." And Bartholomae and Petrosky have continued to remind us since the mid 1 980s, that there is no "better place to work on reading than in a writing course." The importance of reading for fostering a deeper understanding of writing and the teaching of writing cannot be overstated. And yet reading has been curiously absent, no longer visible in the language of our convention. On the 2012 CFP, the word "reading" appears only once as a sub-category under the theory clusteAr.

In the university, we accept the need for new college students to "unlearn" limited and limiting conceptions and approaches to writing, but we have not talked as much about what might be involved in the transition to something called "college reading" except in the most perfunctory ways. In his essay interestingly tided "The Transition to College Reading" (2002), Robert Scholes remarks that we acknowledge ("however grudgingly") the need to teach writing to college student because "we can see writing, and we know that much of the writing we see is not good enough. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.