Teaching in the 21st Century: Adapting Writing Pedagogies to the College Curriculum

By Alice Robertson; Barbara Smith | Go to book overview

ESSAY 13
Read, Write, and Learn Improving Literacy Instruction Across the Disciplines
BONNIE A.HAIN
RICHARD LOUTH

INTRODUCTION

A student walks into History 101 and sees the evening's assignment on the chalkboard—“Read Chapter 10 on the Mycenean Greeks.” Like many content-area teachers, the instructor believes that every student will interpret this assignment in exactly the same way. Yet, “reading” is a different experience for each person. To some students, this assignment will mean running their eyes over the text and looking at accompanying pictures of vases. For others, it will mean underlining and memorizing every name and date. For the history teacher, “reading the chapter” could mean either of these two. Or, it could also mean gaining an understanding of Mycenean Greeks that would allow students to formulate a thesis on how the Mycenean age contrasts with the classical age. “Reading” is a term so open to interpretation that without an exact frame of reference, “read the chapter, ” could become an almost meaningless command.

It would be wrong to assume, as some students do, that all readers open a book, start at the beginning, and run their eyes over the words, automatically absorbing knowledge in the same way for each text. Reading, like writing, is a process which can differ for each individual and task and which is essentially active, cognitive, hierarchical, and recursive. Experienced readers, like experienced writers, are not at the mercy of their evolving texts but are constantly in charge. Their cognitive actions range hierarchically from “decoding” written words to bringing questions, testing ideas as they evolve, and developing concepts or “schema” as they go back and forth within the text as well as between the

-213-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Teaching in the 21st Century: Adapting Writing Pedagogies to the College Curriculum
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
/ 362

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    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.