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Basic Writing and Service-Learning Teaching Reading in Basic Writing Trends Shown in the CBW Survey of Basic Writing Programs
Collaborative Practices
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List of References for Best Practices in Using Reading
Agnew, Eleanor and McLaughlin, Margaret. “Basic Writing Class of ’93 Five Years Later: How The Academic Paths of Blacks and Whites Diverged” Journal of Basic Writing Vol. 18. No. 1 (1999) The authors disucss a five-year study of 61 basic writers that led them to some surprising conclusions. This article suggests that reading, not writing, is a stronger determinant of college success for at-risk students. Bartholomae, Donald and Petrosky, Anthony. Facts, Artifacts and Counterfacts: Theory and Method for a Reading and Writing Course Upper Montclair, NJ: Boynton 1986. This book brings together eight years of teaching and research connected with the integrated basic reading and writing course developed at the University of Pittsburgh. Bartholomae, David. “The Argument of Reading.” Writing on the Margins: Essays on Composition and Teaching Boston: Bedford/St. Martins, 2005 Here, Bartholomae says that it’s not a matter of whether or what students read, but how they read. He quotes Salvatori as believing that reading is recursive. Bazerman, Charles. “A Relationship Between Reading and Writing: The Conversational Model” College English 41.6 (Feb. 1980) 656–661. Bazerman talks about readers and writers entering into the “conversational mode” of discourse. Readers must realize they are entering a conversation mid-stream. He advocates coming up with new ways to use reading in our continuing discussion of writing. Bazerman, Charles. The Informed Writer. 4th ed. Boston: Houghton Mifflin, 1982. Blau, Sheridan D. The Literature Workshop:Teaching Texts and Their Readers. Portsmouth, NH: Heinemann, 2003. In his book, Blau invites teachers and students to become active participants in the literature workshop, an innovative and effective method of teaching literature. Blau’s approach, while grounded in theory, is illustrated in practice with the sample activities and workshops offered throughout the book. Deming, Mary P. “Reading and Writing: Making the Connection for Basic Writers” BWe Basic Writing e-Journal 2.2 (2000) http://www.asu.edu/clas/english/composition/cbw/summer_2000_V2N2.htm#Mary Deming agrees with Tierney and Pearson, saying readers and writers both go through similar stages to construct meaning from both reading and writing. Dickson, Marcia “Learning to Read/Learning to Write” BWe: Basic Writing e-Journal 1.1 (1999) http://www.asu.edu/clas/english/composition/cbw/bwe_summer1999.htm#marcia She talks about the characteristics of basic readers and talks about ways to teach difficult texts. Flynn, Elizabeth. “Reconciling Readers and Texts.” Language Connections: Writing and Reading Across the Curriculum. Toby Fulwiler & Art Young, eds. Available Online: http://wac.colostate.edu/books/language_connections/ Gillotte-Tropp, Helen and Goen, Sugie. “Integrating Reading and Writing: A Response to the Basic Writing ‘Crisis’” Journal of Basic Writing Vol. 22, No. 2 (2003) http://www.asu.edu/clas/english/composition/cbw/abstracts__22_2_fall_2003.htm Authors were convinced reading/writing were linked. They developed a one-year class at San Francisco State University that combined the two. In the program assessment, students out-performed the peers who followed SFSU’s typical basic reading/basic writing class sequence. Jetton, T.L., & Alexander, P.A. “Learning from text: A multidimensional and developmental perspective. Reading Online 5.1 July/August: 2001. Available: http://www.readingonline.org/articles/art_index.asp?HREF=/articles/handbook/jetton/index.html In this article, the authors discuss not only reading strategies, but how a student’s prior knowledge and background can greatly affect his/her understanding of a text. They explore the multidimensional nature of learning from text through a discussion of the critical variables of students’ knowledge, interest, and use of strategies. They also examine the developmental nature of learning from text as students journey through school from acclimation to competence, and finally to expertise in a subject area. Qualley, Donna. “Using Reading in the Writing Classroom” Nuts and Bolts: A Practical Guide for Teaching College Composition. Ed. Thomas Newkirk. Portsmouth: Heinemann, 1993. 101–126. Believing that better reading is a key to better thinking and writing, Qualley argues at length for the inclusion of reading in a composition course. She views the reading process as similar to the writing process and believes that awareness of the reading process reinforces what we want students to learn about the writing process, especially the reader’s construction of meaning through re-reading and careful attention to details within a text. Salvatori, Mariolina Rizzi.“Reading Matters for Writing”. Intertexts: Reading Pedagogy in College Writing Classroom Ed. Marguerite Helmers. Lawrence Erlbaum & Assoc., 2003 (195–218). The purpose of this Salvatori piece is to suggest that teachers should spend more of their time and energy teaching all students how to deal with the difficulties they face as readers. Salvatori also notes that understanding reading difficulties and their place in the classroom can lead to a deeper understanding of reading’s connection to writing. Segall, Mary T. “Embracing a Porcupine: Redesigning A Writing Program”. Journal of Basic Writing Vol. 14. No. 2 (1995): 38–47. An analysis of the redesigned reading and writing course at Quinnipiac College showed improvement in student motivation and growth. Tovani, Chris. I Read It, But I Don’t Get It. Portland, Maine: Stenhouse, 2000. 49–56. |