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Reading and Writing in College

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F-Shaped Pattern For Reading Web Content. Among NN/g’s contributions to the world of UX, perhaps one of the most cited is the F-shaped reading pattern for web content, which we identified in 2006. Over the years, many have referred to this research, sometimes correctly, and in many other instances misinterpreting it. In this article, we aim to report on recent research revisiting it and also to clarify some of the misconceptions related to the F-pattern.

In particular: Scanning on the web does not always take the shape of an F. There are other common scanning patterns too. The F-pattern is negative for users and businesses. Good design can prevent F-shape scanning. The F-Shaped Pattern In the F-shaped scanning pattern is characterized by many fixations concentrated at the top and the left side of the page. Users first read in a horizontal movement, usually across the upper part of the content area. The implications of this pattern are: The F-shaped pattern applies to users’ reading of the content area of the web page. Summary. Getting_students_to_read. Cult of Pedagogy. Integrating Reading and Writing | Institute for Writing and Rhetoric. Though the connection between reading and writing seems to be a "given," reading was not always a dominant force in writing classrooms.

In the nineteenth century, students did not typically write analyses of what they read, but instead wrote themes on prescribed topics, such as Vanity, Democracy, Ethics, and so on. Reading and writing became curricularly linked at the turn of the century, when Harvard and other universities decided that reading literature was essential to learning to write. The reasons for this curricular link are the same today as they were one hundred years ago. Those who argue in favor of reading in the writing classroom claim that reading inspires students, introducing them to great ideas and improving their ability to think critically and analytically. Moreover, reading centers class discussion, giving students something to talk about beyond their own personal experiences. But we needn't think of reading and writing as disparate course activities.

Study Skills | Howtostudy.org - When you hit the books - and they hit back. Graphic Organizers. Developmental English Instructor Product Details Page - Fusion: Integrated Reading and Writing, Book 2 (1133312497) Acceleration Project CA CCs. California Acceleration Project | Integrated Reading and Writing Courses. Chabot College’s accelerated English course is one of the longest running accelerated models nationwide. Students who do not meet the minimum Accuplacer scores for college English have two choices for their developmental coursework.

They can self-place into: A one-semester accelerated course that leads directly to college English (English 102, 4 units), orA two-semester non-accelerated sequence (English 101A-101B, 8 units) Both the accelerated course and the two-levels-below transfer course are open-access with no minimum placement score. Both pathways integrate reading, writing, and reasoning. Over the last ten years, students from Chabot’s accelerated course have completed college-level English at substantially higher rates than students from the non-accelerated sequence.

Completion rates have remained high even as Chabot has increased its offerings of the accelerated course so that it is now the dominant developmental pathway at the college. Spotlight on Curricular Transformation: After: ALP_Faculty_Handbook_12_12. Graphic Organizers. Prepared by Tracey Hall & Nicole Strangman Please visit the AIM Center home page. Introduction One way to help make a curriculum more supportive of students and teachers is to incorporate graphic organizers. Graphic organizers come in many varieties and have been widely researched for their effectiveness in improving learning outcomes for various students. The following five sections present a definition of graphic organizers, a sampling of different types and their applications, a discussion of the research evidence for their effectiveness, useful Web resources, and a list of referenced research articles. We have focused this overview on applications of graphic organizers to reading instruction, with the intention of later expanding the discussion into other subject areas.

Top Definition A graphic organizer is a visual and graphic display that depicts the relationships between facts, terms, and or ideas within a learning task. Types of Graphic Organizers Applications Across Curriculum Areas. College Readiness Assignments for Texas | The Network for College Readiness Assignment Field Testing in Texas. Homepage - ReadWriteThink. Developmental English - Interactions: A Thematic Reader, 8th Edition-9780495908296 - Ann Moseley. Academics: Reading and Writing Together. Writing is not a skill that students learn separate from other processes. It combines many complex activities, including categorizing, building key terms and concepts for a subject, measuring one's reaction to a subject, making new connections, abstracting, figuring out significance, and developing arguments—to name a few.

Our highest cognitive functions are developed and supported through active and interconnected use of language—speaking, listening, reading, and writing. In practice, this means that reading (and speaking and listening) can be used as a springboard for writing projects, and writing can be used as a way to understand reading. A variety of informal, often ungraded, writing activities may be used, for instance, to help students understand that critical reading can be practiced through writing about reading and that writing projects can be strengthened through careful, critical reading.

Helping Students Develop Critical Reading and Writing Skills I. II. References. Developmental English - The Reader's Corner: Expanding Perspectives Through Reading, 4th Edition-9780495802563 - Carol C. Kanar. Developmental English - Insightful Writing: A Process Rhetoric with Readings, 1st Edition-9780618870264 - David Sabrio. Table of Contents Introduction: Learning to LearnReading: David Sabrio, "Learning Styles"What's Your Learning Style? Reading: David Sabrio and Mitchel Burchfield, "Multiple Intelligences"Student Essay: Richie Saavedra, "Not a Perfect Person"I.

Looking Inside the Writing Process1. Writing and LearningThe Writing ProcessReading EffectivelyOrganizing, Drafting, and ShapingStudent Essay: Melissa Anne Scott, "Tips for a New Preschool Teacher"Student Essay: Ricky Varela, "My Hobby"2: Discovering IdeasRevisionReading: Dianne Hales, "Getting Yourself Back on Track"Reading: Ben Fong-Torres, "He Wails for the World"Student Essay: Michael Verderber, "An Alienated Asian"3.: Revision and StyleRevising for Some Common Sentence-Level ProblemsAchieving Clarity and Eliminating AwkwardnessII. Looking Outside for Insights4. Supplements Instructor Supplements All supplements have been updated in coordination with the main title.

PDF eBook (ISBN-10: 0547193785 | ISBN-13: 9780547193786) Student Supplements. Three Ways to Read and Discuss Texts. How we discuss a text is directly related to how we read that text. More to the point here, how we read a text is shaped by how we expect to discuss it. While you may not be asked to write about texts at school, and probably will not be asked to write about texts in your job, you must learn how to talk about texts to discover what makes them work. Reading and Discussion The follow excerpt (from the sample text ) serves as an example to define three forms of reading and discussion. In his social history of venereal disease, No Magic Bullet , Allan M. You have read this passage, and someone asks you "to write about it. " What you write will vary, of course, with how you read. Unlike the New Zealand soldiers in WWI, who received condoms, American soldiers received after-the-fact and ineffective medicine that resulted in the loss of seven million days of active duty over close to a three year period.

The major difference in the discussions above is in what is being discussed. Learning to Read and Write. How can you learn to read and write better? More to the point here: How can you learn to read and write better by reading web pages such as these? First of all: Reading is primary. One can write only as well as one reads. Consider: Not all readers are writers. Many people read newspapers and novels and never write an original word themselves. All writers rely on their skills as readers. To write better, you must learn to read better. Improving Writing Readers and writers already speak the language. These pages are not concerned with traditional rules of grammar and usage, with correct verb agreement or spelling.

Constructing Extended Discussion Writing is traditionally taught in terms of examples. Reading can teach us some things about the language, but reading good essays can only go so far in enabling us to become better writers. What is the structure of James Baldwin's sentence: What resources of sentence structure does he use? Reading instruction is dual-purpose. Improving Reading. Reading and Writing. Copyright Information For Authors Submission of a manuscript implies: that the work described has not been published before (except in form of an abstract or as part of a published lecture, review or thesis); that it is not under consideration for publication elsewhere; that its publication has been approved by all co-authors, if any, as well as – tacitly or explicitly – by the responsible authorities at the institution where the work was carried out. Author warrants (i) that he/she is the sole owner or has been authorized by any additional copyright owner to assign the right, (ii) that the article does not infringe any third party rights and no license from or payments to a third party is required to publish the article and (iii) that the article has not been previously published or licensed.

The author signs for and accepts responsibility for releasing this material on behalf of any and all co-authors. Author is requested to use the appropriate DOI for the article. For Readers. 'Reading Like a Writer,' by Francine Prose. Improving College Reading Skills. Two Entry Notebooks. He following are samples of group writing activities offered by the Center for Instruction Development and Research at University of Washington at Seattle.

A. Ask students to work together revising a document that has already been written. This is a useful activity for work on focus, organization, support, and use of jargon. You might have them rewrite something for a different purpose or audience. You have the option of having them sit down together cold or work individually on the document beforehand and then pool their suggested changes. B. Ann Berthoff, The Making of Meaning nlike the customary journal or notebook, dialectical/double entry notebooks are named for the vertical line drawn down the page. dividing the functions. Such a notebook is frequently used to help students understand the course content, particularly when the material is difficult. Example #1 Still another use is as an in-class activity. Example #2: Passage from text: student to student.

Shanahan on Literacy. Reading and Writing. Writing and Reading. Writing and reading are closely related and, some would say, inseparable. Better writers tend to be better readers, and better readers produce better writing. It makes sense that the strategies children use to read are the same ones they use to write. Parents and teachers can take advantage of the connection between reading and writing by showing their students how enjoyable reading is.

For a more comprehensive discussion of motivational tips below, please read "An Offer They Cannot Refuse. " Show students what reading has to offer. Books are a low-cost adventure. Other Web Resources Reading Is Fundamental The Reading Is Fundamental website offers educators and parents a variety of resources to promote literacy, including tips on motivating children to read. National Council of Teachers of English (NCTE): Parents and Students This page from the National Council of Teachers of English website encourages parent and caregiver involvement in children's reading and writing. Articles. Reading, Writing, Marking, & Difficulty: Re-Reading Salvatori in Light of Digital Writing Practices. At tomorrow’s pedagogy workshop here on campus (2.17.10), we’ll be reading and discussing Mariolina Salvatori’s College English article “Conversations with Texts: Reading in the Teaching of Composition” (1996).

While acknowledging that I’m oversimplifying, I want to mention four important points in the article, and think through them (now, 14 years later) in terms of pedagogy inflected by digital writing tools. Salvatori herself describes the project of her article as “an argument on behalf of the theoretical and practical appropriateness of using ‘reading’ as a means of teaching ‘writing’” (441).

Within this frame, she works through several related ideas; I’d like to think though the following four: 1. 2. Another activity she asks her students to engage in is to describe and analyze the difficulty that certain texts present in reading. 3. 4. I want to think through some of these ideas in terms of a variety of contemporary digital writing practices. 1a. 2a. 3a and 4a.

Bibliography: E. D. Hirsch, Jr. Eric Donald Hirsch, Jr. (born March 22, 1928) is an American educator and academic literary critic. Now retired, he was until recently the University Professor of Education and Humanities and the Linden Kent Memorial Professor Emeritus of English at the University of Virginia. He is best known for his writings about cultural literacy.

Life and works[edit] Education and early life[edit] Hirsch was born and raised in Memphis, Tennessee, the son of a prosperous Jewish cotton merchant. The Romantics[edit] Hirsch began his academic career as a Yale English professor and a scholar of the Romantic poets. Hermeneutics[edit] The next phase of Hirsch's career centered on questions of literary interpretation and hermeneutics. Hirsch also took issue with Gadamer's Heideggerian hermeneutics, Barthes' concept of "the death of the author," and Derrida's deconstruction. Composition[edit] From Composition to Cultural Literacy[edit] Hirsch's work on composition led to a major shift in his career. Works[edit] Reading. Get Started | Writing.Com 101 | News | Need Help? With thousands of authors, items, and topics, there is plenty to read on Writing.Com. Start with our Sponsored Items and Shameless Plugs or choose an item type or genre.

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Places of Interest: Unique Wedding Invitations for wedding needs. All Writing.Com images are copyrighted and may not be copied / modified in any way.All other brand names & trademarks are owned by their respective companies. Nancy%20Morrow%20The%20Role%20of%20Reading%20in%20the%20College%20Composition%20Class. Goen. Writing in College - 1. Some crucial differences between high school and college writing. From high school to college Some students make very smooth transitions from writing in high school to writing in college, and we heartily wish all of you an easy passage.

But other students are puzzled and frustrated by their experiences in writing for college classes. Only months earlier your writing was winning praise; now your instructors are dissatisfied, saying that the writing isn't quite "there" yet, saying that the writing is "lacking something. " You haven't changed--your writing is still mechanically sound, your descriptions are accurate, you're saying smart things.

But they're still not happy. Some of the criticism is easy to understand: it's easy to predict that standards at college are going to be higher than in high school. But it is not just a matter of higher standards: Often, what your instructors are asking of you is not just something better, but something different. Argument: a key feature of college writing Interpreting assignments: a guide to professors' expectations. Refiguring the Ph.D. in English Studies: Writing, Doctoral Education, and Suny-Albany's Fusion-Based Curriculum by Stephen M. North - Reviews, Discussion, Bookclubs, Lists. Teaching Basic Writing Online. WritingToRead_01. Writing and Reading. Integrating Reading and Writing | Institute for Writing and Rhetoric.

The CCC Online Archive: Peshe C. Kuriloff. What Discourses Have in Common: Teaching the Transaction between Writer and Reader. 79.04.01: Writing Through Reading. Writing Guide: Critical Reading.