I Just Couldn’t Get into It: Promoting Reflexive Reading Practices in the Writing Classroom Using Intertextuality

Q2 Social Sciences

Journal of College Reading and Learning Pub Date : 2019-05-13 DOI:10.1080/10790195.2019.1599746

Noel Holton Brathwaite

引用次数: 1

Abstract

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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我就是无法理解：利用互文性在写作课堂上促进反思性阅读实践

本研究探讨了为一年级作文课程开发的作业的教学效果，以鼓励反射性阅读习惯，从而在写作过程中帮助学生。本课程的学生被要求阐明他们在自己选择的多模式文本和导师分配的文本之间发现的联系。这些作业旨在阻止有问题的不同和/或自我参照的学生阅读方法，即学生要么对文本作者过于恭敬，要么对作者的想法过于短视和不屑一顾。在课程结束时，许多学生报告说，学习如何将多模式文本并置，并将想法从一种类型追溯到另一种类型，使他们更容易确定有意义的研究主题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of College Reading and Learning Social Sciences-Linguistics and Language

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： The Journal of College Reading and Learning (JCRL) invites authors to submit their scholarly research for publication. JCRL is an international forum for the publication of high-quality articles on theory, research, and policy related to areas of developmental education, postsecondary literacy instruction, and learning assistance at the postsecondary level. JCRL is published triannually in the spring, summer, and fall for the College Reading and Learning Association (CRLA). In addition to publishing investigations of the reading, writing, thinking, and studying of college learners, JCRL seeks manuscripts with a college focus on the following topics: effective teaching for struggling learners, learning through new technologies and texts, learning support for culturally and linguistically diverse student populations, and program evaluations of developmental and learning assistance instructional models.