Reading to Learn and Writing to Teach by Beth Hewett - First Edition, 2015 from Macmillan Student Store

Reading to Learn and Writing to Teach

First  Edition©2015  Beth Hewett

ISBN:9781457697630

ISBN:9781457663994

About

Prepare for the shift from a physical classroom to an online environment. Reading to Learn and Writing to Teach looks at the premise that the increased literacy load of an online environment is the most critical difference between online and onsite instruction. As a result, students need to strengthen reading skills while teachers need to adjust how they write in order to improve communication and learning. Reading to Learn and Writing to Teach offers clear-cut reading strategies for students accompanied by correlated writing exercises, as well as guidelines and strategies to help instructors communicate clearly and teach effectively.

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Table of Contents

Introduction

Part One: OWI and Literacy Needs

1. The Nontraditional, Digital-Era Student Remixed

Who Are Contemporary OWI Students?

The Traditional Student

The "Old" Nontraditional Student

The Digital-Era Student

The "New" Nontraditional Student

The Younger Generation

What Shapes the Young Undergraduate?

Digital Influences on the Young Undergraduate

The Older Generation

What Shapes the Adult Undergraduate?

Digital Influences on the Adult Undergraduate

Remixing the Nontraditional, Digital-Era Student

2. Reading and Writing in Sync

Reading for the College Student

What Is Reading?

Defining Reading

The Textbase and the Situation Model

Context Clues

Reading Critically

The Digital Reading Era

Reading from Digital Technology

The Brain on Text

The Plastic Brain

The Fluent Reading Brain

Saccades, Fixations, and Regressions

Attention in Reading

The Hard Work of Reading

The Read/Write Cycle for an OWI Assignment

Special Reading Challenges

To Want to Read

Motivation and Skillful Reading

Becoming a "Good Enough" Reader

Accessibility Concerns

What Is Access?

Why Writing Teachers Need to Pay Attention to Access

Practical Strategies for Promoting Inclusivity and

Accessibility in OWI

Educators’ Responsibilities

3. Practical Considerations for Teaching Reading Strategies

Oh, I Knew That!

Literacy Strategies

Teaching Reading Overtly

Using Multiple Senses

Explicit Reading Strategies

Active Reading Cues

Practice-Based Reading

Multiple and Varied Reading Exercises

Teaching Reading in an OWI Setting

Teaching Reading Collaboratively

Collaborative Writing in OWI

Collaborative Reading in OWI

Problems with Collaboration in OWI

PART TWO: Reading to Learn

How to Use Part Two: Reading Thousands of Words a Day

4. Using Metacognition for Reading

What Is Metacognition and Why Is It Important?

How Does Metacognitive Reading Help with Writing?

How Can We Teach Metacognition in Online Settings?

Metacognition Exercise: Annotation

5. Using Schema for Reading

What Is Schema and Why Is It Important?

How Does Reading with Schema Awareness Help with Writing?

How Can We Teach about Using Schema in Online Settings?

Schema Exercise: Connecting Your World and the Reading Life

6. Using Inference for Reading

What Is Inference and Why Is It Important?

How Does Inferential Reading Help with Writing?

How Can We Teach Inference in Online Settings?

Inference Exercise: Using Textual Aids in Reading

7. Questioning the Reading

What Is Questioning and Why Is It Important?

How Does Asking Questions of Reading Help with Writing?

How Can We Teach Questioning in Online Settings?

Questioning Exercise: Asking Questions

8. Finding the Relevance

What Is Relevance and Why Is It Important?

How Does Reading for Relevance Help with Writing?

How Can We Teach Finding Relevance in Online Settings?

Relevance Exercise: Skim Reading for Relevance

9. Visualizing a Text

What Is Visualizing and Why Is It Important?

How Does Reading to Visualize Help with Writing?

How Can We Teach Visualizing a Text in Online Settings?

Visualization Exercise: Using a Cloze Procedure to Evoke Images

10. Analyzing a Text

What Is Analysis and Why Is It Important?

How Does Analytical Reading Help with Writing?

How Can We Teach Analyzing a Text in Online Settings?

Analysis Exercise: Analyzing with Organizational Maps

11. Synthesizing

What Is Synthesis and Why Is It Important?

How Does Reading for Synthesis Help with Writing?

How Can We Teach Synthesis in Online Settings?

Synthesis Exercise: Synthesis and Summary — Different Skills

PART THREE: Writing to Teach

How to Use Part Three: Writing Thousands of Words a Day

Literacy Load

Writing to Teach

12. Strategies for Writing Instructional Texts

What Are Strategies for Writing Instructional Texts and Why

Are They Important?

Coherence in Instructional Text

Semantic Integrity in Writing for Students

13. Providing Readable Instructional Feedback Online

What Is Readable Online Instructional Feedback and Why

Is It Important?

How Can We Provide Feedback Well Online?

Do Not Talk — Teach!

Personalize the Response

Use the Four-Step Intervention Process

Time and OWI Text-Based Feedback

14. Writing Readable OWI Assignments

What Are Readable OWI Assignments and Why Are They Important?

How Can We Write Readable OWI Assignments?

Be Straightforward

Try Out Your Own Writing Assignments

Offer Ample Examples

Use Redundancy to Help Students Read

Presentation through Formatting and Visual Cues

15. OWI Writing Strategies for Interpersonal Communication

What are OWI Writing Strategies for Interpersonal Communication and

Why Are They Important?

How Can We Write (and Teach) Readable Interpersonal

Communication?

Demonstrate How and When to Communicate

Consider Tone in Synchronous Settings

Consider Tone in Asynchronous Settings

Teach through Modeling

Be a Thoughtful Communicator

Appendix A: Additional Resources for Teaching Reading Comprehension Themes

Quotes for Engaging Reading Comprehension Themes

More Thinking Stems for Engaging Reading Comprehension Themes

Appendix B: Integrating Reading Comprehension Themes in the First-Year Writing Course

Example Assignments for a First-Year Writing Course

Example Response to the Whole Class

Essay 1 Assessment Rubric

REFERENCES

INDEX

Beth Hewett

Beth L. Hewett has been a leader in the Conference on College Composition and Communication (CCCC) Committee for Effective Practices in Online Writing Instruction. A college-level writing instructor for more than thirty years, Beth is the author, coauthor, and editor/coeditor of multiple articles and books, to include Foundational Practices of Online Writing Instruction, Preparing Educators for Online Writing Instruction: Principles and Practices, Virtual Collaborative Writing in the Workplace: Computer-Mediated Communication Technologies and Practices, and Technology and English Studies: Innovative Professional Paths. Beyond online writing instruction, Beth’s interests include using digital technologies to understand the characteristics of college-level writing, the public rhetoric of eulogies, and practical connections between postsecondary writing and the world-at-large.