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August 20, 2006



As always, I'm enriched by your ideas and am going to order a copy of Text-wrestling. Coming off of a summer in which I worked with prefreshman putting together a research report, I think that the seagull metaphor is apt--as is the ant. We spent a lot of time rereading and interpreting the detail and the big picture of the various articles they chose to read. The assignment was to find two articles on their topic and read and write summaries for each. The art of summary writing, where the writer sticks to the facts and paraphrases ideas is a good activity for teaching reading--at least that part of reading that demands that we slow down and think about what we're reading. Each student took their summaries through two revisions, which underscored the need to read carefully and not to simply pull out big words--those glittery objects.

Howard Tinberg

Reading ought to be the concern of all of us, Holly--especially in English departments. We too often outsource that work. Why not become researchers into our students' ways of reading? Let's ask students to engage in read aloud/think aloud taped sessions. And let's analyze and codify their responses.
By the check out Salvatori and Donahue's book on reading difficult texts, The Elements (and Pleasures) of Difficult.


Howard Tinberg

Karl Schnapp

Thanks for the reference to the "Inside Higher Ed" website, Holly. I ran across another interesting article and discussion there, "The Real Reasons Students Can’t Write" (http://insidehighered.com/views/2006/04/28/musgrove), which y'all may want to peruse.


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