As writers, we use our knowledge of these genre specifications to guide readers or, in some cases, to surprise them.īy dividing reading and writing, however, we minimize the interactive roles of readers and writers in the composing process and in their co-construction of meaning. Knowledge of these specifications, among other things, allows us to anticipate textual moves and to predict rhetorical cues that enable our constructions (and critiques) of meaning. As reading scholar Frank Smith (2004) described, experienced readers read in relation to specifications informed by genre knowledge. Our reading schemas develop in tandem with our writing schemas. The assumption that reading is a fundamental skill learned once and for all errs in the same ways as the assumption that writing is a fundamental skill learned once and for all. We sense that the best writers have wide experiences as readers. An ability to read critically one’s own and others’ writing helps cultivate metacognitive reflection and rhetorical awareness that facilitates writing development and the transfer of writing knowledge. In peer collaboration and peer review, students read each other’s work, and in the process of giving and receiving feedback, experience the effects their writing has on others. To revise they must read their own texts and adopt the positions of their readers. Nonetheless, as teachers of writing we cannot keep reading out of the picture. Even in identities, some think of themselves as readers, others as writers. Yet, we divide reading and writing in school, in instruction, in assessment, in the professions of scholars, and in research. At literacy’s birth, the scribes who recorded were the scribes that read. Literacy is a reciprocal, two-sided game. If nothing were written, what would we read? If no one read, why would we write? When we enter the world of literacy, we receive written words from others and respond with our own. Series Editors’ Preface Charles Bazerman, Mary Jo Reiff, and Anis Bawarshi
0 Comments
Leave a Reply.AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |