Teaching Reading in the Composition Classroom

Teaching Reading in the Composition Classroom

Coauthored by Clay Walker and LaToya Faulk

Crossposted at Wayne State’s Composition Blog: WSUTeaching

Teaching reading in the composition classroom can be challenging for a variety of reasons. First, we cannot easily access the internal processes of meaning making that take place when students read. Because reading is such a deeply internalized process, we often can only access indirect measures of reading ability, such as written responses to questions, summaries, notes, etc. Second, readers’ prior experiences and existing ideologies shape how readers respond to various academic texts. Handling the wide variety of cultural backgrounds that shape reading activities in a diverse composition classroom can be difficult for writing instructors. Third, while reading may be a deeply internalized process, it is also a rhetorical process in which meaning making is constructed by the reader in rich socialized contexts.  Thus, the reading process requires a connection between the reader and the literate act, a connection that allows the reader to actively engage in a kind of comprehension that situates meaning and the self. Continue reading “Teaching Reading in the Composition Classroom”