ERIC Number: EJ1009198
Record Type: Journal
Publication Date: 2013-Feb
Reference Count: 40
Rhetorical Reading as a Gateway to Disciplinary Literacy
Warren, James E.
Journal of Adolescent & Adult Literacy, v56 n5 p391-399 Feb 2013
The Common Core State Standards (CCSS) require literacy instruction for secondary students across content areas, but they also recommend that this instruction account for the discipline-specific nature of academic texts. Since English language arts (ELA) teachers and literacy specialists are also responsible for teaching students to read across the curriculum, they need reading strategies that are appropriate in any discipline while simultaneously accommodating the unique practices of individual disciplines. One such strategy--the focus of this article--is rhetorical reading, a metacognitive practice that characterizes the reading of disciplinary experts across the curriculum. Rhetorical reading helps students meet the reading standards in the CCSS and paves the way for students to develop disciplinary literacy in all content areas. This article argues that ELA teachers can help foster disciplinary literacy by teaching students rhetorical reading practices.
Descriptors: Content Area Reading, Metacognition, Intellectual Disciplines, Literacy, Reading Strategies, Rhetoric, Reading Instruction, Secondary Education, Writing (Composition), High School Students, State Standards
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education; High Schools
Authoring Institution: N/A