Karen Rosenberg’s goal is to provide students who have trouble reading academic texts with a successful method to reading and comprehending these texts assigned to them in school; and understand that it is very important to talk to other people about academic texts.. Rosenberg states she is specifically writing this for readers who are confounded and put to sleep by academic assignments.
Rosenberg first suggests that the academic reader joins in on the conversation. Her first way to go about this is by rhetorical reading. The reader should analyze the relationship between the author, the reader, and the text. After briefly discussing rhetorical reading the author gives a couple of strategies of doing so. The first rhetorical reading strategy
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She calls this process studying the architecture of the article. For obvious reasons the first piece of architecture she says to survey is the title. The title can tell the reader how to read the rest of the article more efficiently. The second piece of architecture is an in-depth summary that precedes the article is called the abstract. Rosenberg goes into detail about this component and how it can do a number of things from addressing the main problem to why people should care. After talking about the abstract, Rosenberg talks about the introduction. This section of the chapter serves little purpose considering the introduction serves the same purpose as the abstracts, but tells what the rest of the academic text will comprise of. After this rosenberg suggests looking over section headings which serve the same purpose as the title, but for a particular part of the academic text. The final step to studying the architecture of the article is to look at the conclusion. She suggests that because the conclusion is generally a summed up rephrasing of everything you just read, that it might help the reader if they are still a bit
I chose this word because the tone of the first chapter seems rather dark. We hear stories of the hopes with which the Puritans arrived in the new world; however, these hopes quickly turned dark because the Purtains found that the first buildings they needed to create were a prison, which alludes to the sins they committed; and a cemetery, which contradicts the new life they hoped to create for themselves.
Pollan’s article provides a solid base to the conversation, defining what to do in order to eat healthy. Holding this concept of eating healthy, Joe Pinsker in “Why So Many Rich Kids Come to Enjoy the Taste of Healthier Foods” enters into the conversation and questions the connection of difference in families’ income and how healthy children eat (129-132). He argues that how much families earn largely affect how healthy children eat — income is one of the most important factors preventing people from eating healthy (129-132). In his article, Pinsker utilizes a study done by Caitlin Daniel to illustrate that level of income does affect children’s diet (130). In Daniel’s research, among 75 Boston-area parents, those rich families value children’s healthy diet more than food wasted when children refused to accept those healthier but
The movie trailer “Rio 2”, shows a great deal of pathos, ethos, and logos. These rhetorical appeals are hidden throughout the movie trailer; however, they can be recognized if paying attention to the details and montage of the video. I am attracted to this type of movies due to the positive life messages and the innocent, but funny personifications from the characters; therefore, the following rhetorical analysis will give a brief explanation of the scenes, point out the characteristics of persuasive appeals and how people can be easily persuaded by using this technique, and my own interpretation of the message presented in the trailer.
The authors’ main argument in “Rhetorical Reading Strategies & The Construction of Meaning” is that reading is both a constructive and discourse act, in which readers must construct meaning of a text. The authors of this article, Christina Haas and Linda Flower conducted a study in which they used a think-aloud protocol to analyze the participants’ thoughts and understanding of the text after they had read aloud. The authors also noticed that the more experienced readers used rhetorical reading strategies which contributed to a more efficient understanding of difficult texts. Despite the study, readers should use combine prior knowledge and careful reading along with the ability to read a text on several levels rather than being limited to
Haas and Flower created an interesting point when I read “Rhetorical Reading Strategies and the Construction of Meaning “. In the reading, Haas and Flower, provided multiple propositions to apply, however a key one certainly caught my eye. Haas and Flower proposed various arguments, yet their main idea implied that there needs to be an increase in rhetorical reading. I came to the conclusion that increasing rhetorical reading was their main point due to a statement in the text. “We would like to help extend this constructive, rhetorical view of reading, which we share with others in the field…” [Haas and Flower, 167] the following statement blandly states their intention to spread an important strategy, reading rhetorically, among community.
In “Introduction for Students” under the section “Active Reading”, It shares some tips and tricks on how to be a better reader and learn to read actively. According to the Chapter, One good method of learning to read actively is read critically or in other words, question the reading as seen on pages 3-4. What the author meant by that is that the reader doesn't have to accept everything that the author writes as fact. It is okay to dispute on any points that you disagree with. Also another helpful tip that the chapter suggested that will aid you in your reading keeping a writing utensil handy with you when comprehending reading. As stated in the chapter, “not every student will remember everything that they have every read” in that case taking notes notes will not only help you remember some components that you have read but better understand them as well.
He too quickly dismisses the idea of reading on your own to find meaning and think critically about a book. For him, Graff states that “It was through exposure to such critical reading and discussion over a period of time that I came to catch the literary bug.” (26) While this may have worked for Graff, not all students will “experience a personal reaction” (27) through the use of critical discussion.
The culture of today demands efficiency and in turn, technology. Libraries are therefore closing down in the race for money and efficiency. Smith argues for libraries to be saved, and uses a variety of techniques to do so. First, she uses pathos to appeal to the reader’s sentimentality. Then, she uses personal experiences to show the impact of shutting down libraries in everyday lives.
This book was written in 1940 and then completely revised and updated to reflect that changes in education by 1972. When Adler originally wrote this book fewer people had high school educations, let alone college educations than was the case even 32 years later when Adler and Doren updated the book. This book was also written during a time when interest had shifted from reading fiction to reading non-fiction. The 1970s were designated as the “Decade of Reading” (pg. ix) Secretary of the Department of Health, Education, and Welfare dedicated federal funds in support of a wide variety of efforts to improve proficiency in
"Any critical reading of a text will be strengthened by a knowledge of how a text is valued by readers in differing contexts."
“How to Read Like a Writer” is an article written by Mike Bunn; after reading the entire texts, I found this article was pretty interesting. As before, to my way of thinking, it would be boring and confused because I was not sure how the author will describe this kind of academic idea; however, I changed my mind after reading the first paragraph. Bunn used an interesting way to start this “formal article”- to introduce himself not just the serious explanation of “RLW” or other things; this fancy way made me meet with him as real and listen to him personally even across the paper. As reading continues, Bunn used plant of evidence to improve how to be a better reader as well as a better writer. Numerous new thoughts about the ways to read are
According to Rosenblatt, reading is a transaction and a composing activity. It is a two-way process that involves the reader, the text, and the meaning, each of which is an aspect of a relationship occurring at a particular time in a particular circumstance (Rosenblatt, 1991, 1993). Rosenblatt (1994, 1995) believes that meaning is not in the text, but is made by the reader who “transacts” with the text. Rosenblatt (1985) does not agree that her transactional theory shares a common ground with the interactive theory. However, she (1985) clarifies that the transaction is similar to something that happens between a buyer and a seller, and it is meaning that happens between the reader and text. To her (1995), the reader, the reading process, and the “read” are aspects of one structure.
Brown (1994) has been claimed that a reader has to analyze the text by seeking of grammatical structures and other details for the purpose to build correct meaning of the text.
The document discourages personal judgement and instead highlights systematic “habits of mind” used to enhance reading (NFR&SW et al.). There are three primary steps involved in this system. The first step involves being aware of the things that are noticed while reading; the second step encourages focusing on those things that are noticed in order to rank them using personal value; and the third step addresses the reasoning behind how those things were noticed, how they were focused on, and why they were ranked a certain way (NFR&SW et al.). By reading this document, I developed a clearer understanding of how to read written texts more effectively, but it wasn’t until I read one of my favorite texts that I realized the effectiveness of this
Having mastered these skills, readers are viewed as experts who comprehend what they read. Readers are passive recipients of information in the text. Meaning resides in the text and the reader has to reproduce meaning. (Dole et al., 1991)