My global revisions will be to reorganize and add to my introduction and to add more quotes to support my claim. In order to do this, I think I will have to break up my paragraphs and consider what I’m trying to say in each and every sentence I write.
In his “Open Letter to High School Students about Reading”, Bean says that students are challenged with focusing on deep reading. They are challenged with adjusting their reading strategies for different purposes, determining the argument of what they are reading, difficulty seeing themselves in conversation with the author, lacking cultural literacy, and having difficulty with vocab and syntax. I agree with most of these although, I have never experienced a problem with changing my strategies for different texts and purposes….
Quotation from the text Response 1.) “Their research showed that reading for pleasure produces important benefits across a variety of academic disciplines (including math) and that “reading is actually linked to increased cognitive progress over time.” (6). 2.) “Reading, then, can literally help determine the way we are able to think” (8). 3.) “many students see ‘reading’ as simply forcing one’s eyes to ‘touch’ each word on the assigned pages” (11). 4.) “readers often have to adjust their reading strategies for different purposes…
Before class I was confused about the skills and dispositions part of Sullivan’s article, we talked about this section by defining what “college” level skills and dispositions actually were. I didn’t really have any ideas about what this could have meant except for thinking that skills were related to critical thinking and dispositions were related to the attitudes we approached reading and learning with. Now I understand those concepts more and I understand the “They say” “I say” thing. I…
Bartholomae’s chapter essentially tells the story of how he became a professional writer and teacher and how his experiences and habits have shaped his beliefs about writing. Reading and writing are not just things he does; he thinks of himself as a reader and a writer. Go back through the essay and give each numbered section a title that you think encapsulates the focus of the section and its role in creating this identity. I: Resistance II: Learning to Revise…
After reading both Patrick Sullivan’s, “An Open Letter to High School Students about Reading”, and Scott L. Newstock’s, “How to Think Like Shakespeare”, it became clear that both surface reading and deep reading have their own roles in the classroom. Sullivan tends to paint a negative picture of surface reading, asserting that it only allows a student to memorize, recall, and be shallowly engaged with a topic. While these statements are true, Sullivan also seems to imply that surface reading…
After reading both Patrick Sullivan’s “An Open Letter to High School Students about Reading” and Scott L. Newstock’s “How to Think Like Shakespeare” it became clear that both surface reading and deep reading have their own roles in the classroom. Sullivan tends to paint a negative picture of surface reading asserting that it only allows a student to memorize, recall, and be shallowly engaged with a topic. While these statements are true Sullivan seems to imply that surface reading is…
