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" Reading Like a Writer, Teaching Like a Reader: "
De Piero, Zack Kramer
Adler-Kassner, Linda
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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914032
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TL2h94r1wb
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| Main Entry
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De Piero, Zack Kramer
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| Title & Author
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Reading Like a Writer, Teaching Like a Reader:\ De Piero, Zack KramerAdler-Kassner, Linda
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| College
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UC Santa Barbara
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| Date
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2017
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2017
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| Abstract
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This study examined how graduate students in humanities disciplines guide students’ reading during their work as teaching assistants (TAs) in first-year (FYC) composition courses. Situated within an independent writing program, the “genre studies” approach to this FYC course is informed by the threshold concepts of the composition discipline, alongside teaching for transfer (TFT) and writing about writing (WAW) theories of postsecondary writing education. In surveys and follow-up interviews, twenty-four TAs described the role(s) that reading behaviors—what student-readers think, feel, or do before, during, or after the act of reading, thus incorporating the range of cognitive, affective, behavioral, and social outcomes of any reader-text transaction—played in their reading pedagogies. A comprehensive review of composition scholarship, coupled with TAs’ responses in a pilot study, yielded the following fourteen reading behaviors that writing instructors attempt to cultivate in their students: being motivated to read, skimming and scanning, annotating texts, comprehending content, conducting a close reading, reading rhetorically, applying visual literacy, deconstructing genres, reading critically, reading like a writer, summarizing and paraphrasing, using sources in papers, analyzing samples, and discussing a text with classmates.
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Adler-Kassner, Linda
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UC Santa Barbara
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