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ERIC Number: EJ1230804
Record Type: Journal
Publication Date: 2019
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1079-0195
I Just Couldn't Get into It: Promoting Reflexive Reading Practices in the Writing Classroom Using Intertextuality
Holton Brathwaite, Noel
Journal of College Reading and Learning, v49 n3 p223-243 2019
This study explores the pedagogical effectiveness of assignments developed for a first-year composition course to encourage reflexive reading habits that can aid students in the writing process. Students in this course were asked to articulate the connections they found between multimodal texts of their own choosing and texts assigned by their instructors. These assignments were designed to discourage problematic deferent and/or self-referent student reading approaches where students are either too deferential to the authors of texts or too myopic and dismissive of authors' ideas. At the end of the course, a number of students reported that learning how to juxtapose multimodal texts and trace ideas from one genre to another made it easier for them to identify meaningful research topics.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A