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Reading to Learn and Writing to Teach
Literacy Strategies for Online Writing InstructionFirst Edition ©2015
When writing classes move from the physical classroom to an online environment, instruction happens principally through textual communication—meaning that students and teachers alike are writing and reading more than ever before. Reading to Learn and Writing to Teach: Literacy Strategies for O...
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Stronger reading and clearer writing = improved learning
When writing classes move from the physical classroom to an online environment, instruction happens principally through textual communication—meaning that students and teachers alike are writing and reading more than ever before. Reading to Learn and Writing to Teach: Literacy Strategies for Online Writing Instruction is informed by the premise that the increased literacy load of an online environment is the most critical difference between online and onsite instruction, and thus warrants strengthening students’ reading skills and adjusting teachers’ writing skills to improve communication and learning. To help accomplish these goals, Reading to Learn and Writing to Teach offers explicit reading strategies for students accompanied by correlated writing exercises, as well as guidelines and strategies that aid instructors in communicating clearly and teaching effectively.
"Reading to Learn and Writing to Teach has definitely made me rethink the composition of what I post and when I post it."
—Susan Dominguez, Case Western Reserve University"Hewett presents research to show how technology has changed not just our culture but how we process the world and learn. If we want to be effective teachers, we need these ideas to inform our pedagogy….It’s critical that we embrace a digital literacy that helps our students learn to write—and also to read."
—Emily Nye, Ashford University
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Table of Contents
IntroductionPart 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 StudentThe "New" Nontraditional StudentThe 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 CluesReading Critically The Digital Reading Era Reading from Digital Technology The Brain on Text The Plastic Brain The Fluent Reading BrainSaccades, Fixations, and RegressionsAttention in Reading The Hard Work of Reading The Read/Write Cycle for an OWI AssignmentSpecial Reading Challenges To Want to Read Motivation and Skillful Reading Becoming a "Good Enough" ReaderAccessibility Concerns What Is Access? Why Writing Teachers Need to Pay Attention to AccessPractical Strategies for Promoting Inclusivity andAccessibility in OWI Educators’ Responsibilities 3. Practical Considerations for Teaching Reading Strategies Oh, I Knew That!Literacy Strategies Teaching Reading Overtly Using Multiple SensesExplicit Reading Strategies Active Reading Cues Practice-Based ReadingMultiple and Varied Reading Exercises Teaching Reading in an OWI Setting Teaching Reading CollaborativelyCollaborative 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 Day4. 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 ReadingWhat 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 Images10. 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. SynthesizingWhat 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 LoadWriting to Teach 12. Strategies for Writing Instructional Texts What Are Strategies for Writing Instructional Texts and WhyAre 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 WhyIs It Important? How Can We Provide Feedback Well Online?Do Not Talk — Teach!Personalize the ResponseUse the Four-Step Intervention ProcessTime and OWI Text-Based Feedback14. Writing Readable OWI AssignmentsWhat Are Readable OWI Assignments and Why Are They Important?How Can We Write Readable OWI Assignments?Be StraightforwardTry Out Your Own Writing AssignmentsOffer Ample ExamplesUse Redundancy to Help Students ReadPresentation through Formatting and Visual Cues15. OWI Writing Strategies for Interpersonal CommunicationWhat are OWI Writing Strategies for Interpersonal Communication andWhy Are They Important?How Can We Write (and Teach) Readable InterpersonalCommunication?Demonstrate How and When to CommunicateConsider Tone in Synchronous SettingsConsider Tone in Asynchronous SettingsTeach through ModelingBe a Thoughtful CommunicatorAppendix A: Additional Resources for Teaching Reading Comprehension Themes Quotes for Engaging Reading Comprehension ThemesMore Thinking Stems for Engaging Reading Comprehension ThemesAppendix B: Integrating Reading Comprehension Themes in the First-Year Writing CourseExample Assignments for a First-Year Writing CourseExample Response to the Whole ClassEssay 1 Assessment RubricREFERENCESINDEX
Authors
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.
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