Alyssa Leal Aileen Rosales Haas and Flowers • “If reading really is this constructive, rhetorical process, it may both demand that we rethink how we teach college students to read text and suggest useful parallels between the act of reading and the more intensively studied process of writing” Pg.167 • Some of the reading and the work it gives a good starting point and explains how they can rewrite the same text as they discuss the reading process. • In the text it says that they have a clear image of what they are going to write for an exam or book review and that they try not confuse the readers so they can understand what to do when writing. • It’s saying that it’s “the reader’s context to build a complex” on page 169 so to say different representations and that teachers and researchers are interested in reading and their representations. • In what is good reading it mostly talks about reading and how there is a good reader and what they read to give them prior knowledge.
Gustavo Anthony Hass and Flowers • Define: Rhetoric • Pg.167 Reading is not so simple than you thought. Understanding that there are other ways to reading is trying to simplify what the article is talking about. Sometimes when people read they tend to read with criticism (Constructive Criticism). • Meaning does not really exist, students believe how it represents it. • If reading really is this constructive, rhetorical process, it may both demand that we rethink how we teach college students to read texts and suggest useful parallels between the act of reading and the more intensively studied process of writing. • Constructing a rhetorical context for the text as a way making sense of it. • How do people know it will play out when you’re reading? • How do you know what you’re going to read? • Pg. 168 There is a valuable strategic way from the more experienced readers is by constructing a rhetorical context for the text as a way of making sense of it. • When you don’t understand sometimes we have to break down information on what we’re reading. • Multi-faceted representation of meaning, many people who read have difficulty understanding the context of it. • Pg. 169 it encourages a lot of teachers to teach in text. • Pg 170 its basically talking about how us readers it’s difficult to interpret any sophisticated text with careful reading and prior knowledge you also need the ability to read text in several levels.
- Reading, multifaceted representations - Problems students have with difficult readings - Students read for information - Students belive that if they understand all the words and can paraphrase --> They have successfully read it - We can observe and watch their reading - Not only to only to help solve problems - A text is to always understand the reading -There is a growing consensus in our field that reading should be thought of as a constructive rather than as a receptive process: that "meaning" does not exist in a text but in readers and the representations they build. -It is complemented by work in rhetoric
which argues that reading is also a discourse act. -
Reading is a discourse act. I college they teach students to read texts and suggest useful parallels. It may be hard to teach. Rhetorical reading means of persuasion in a given situation. It influences readers or listeners to modify their understanding of a subject. Readers construct meaning by building interwoven representations of knowledge. Reading and cognition gives us good starting points for the discussion since it helps describe the reading process and helps explain how people process the text. The reader is talking about representation reading building as a complex network. The nodes have links and author’s name, some striking words, phrase. The links help you with between a group of nodes of simple associations. The good readers are the ones that have large vocabulary, read quickly, and are able to comprehend tasks. The students are able to read if they can understand all the words and can paraphrase the text.
Alyssa Leal
ReplyDeleteAileen Rosales
Haas and Flowers
• “If reading really is this constructive, rhetorical process, it may both demand that we rethink how we teach college students to read text and suggest useful parallels between the act of reading and the more intensively studied process of writing” Pg.167
• Some of the reading and the work it gives a good starting point and explains how they can rewrite the same text as they discuss the reading process.
• In the text it says that they have a clear image of what they are going to write for an exam or book review and that they try not confuse the readers so they can understand what to do when writing.
• It’s saying that it’s “the reader’s context to build a complex” on page 169 so to say different representations and that teachers and researchers are interested in reading and their representations.
• In what is good reading it mostly talks about reading and how there is a good reader and what they read to give them prior knowledge.
Gustavo
ReplyDeleteAnthony
Hass and Flowers
• Define: Rhetoric
• Pg.167 Reading is not so simple than you thought. Understanding that there are other ways to reading is trying to simplify what the article is talking about. Sometimes when people read they tend to read with criticism (Constructive Criticism).
• Meaning does not really exist, students believe how it represents it.
• If reading really is this constructive, rhetorical process, it may both demand that we rethink how we teach college students to read texts and suggest useful parallels between the act of reading and the more intensively studied process of writing.
• Constructing a rhetorical context for the text as a way making sense of it.
• How do people know it will play out when you’re reading?
• How do you know what you’re going to read?
• Pg. 168 There is a valuable strategic way from the more experienced readers is by constructing a rhetorical context for the text as a way of making sense of it.
• When you don’t understand sometimes we have to break down information on what we’re reading.
• Multi-faceted representation of meaning, many people who read have difficulty understanding the context of it.
• Pg. 169 it encourages a lot of teachers to teach in text.
• Pg 170 its basically talking about how us readers it’s difficult to interpret any sophisticated text with careful reading and prior knowledge you also need the ability to read text in several levels.
- Reading, multifaceted representations
ReplyDelete- Problems students have with difficult readings
- Students read for information
- Students belive that if they understand all the words and can paraphrase --> They have successfully read it
- We can observe and watch their reading
- Not only to only to help solve problems
- A text is to always understand the reading
-There is a growing consensus in our field that reading should be thought of as
a constructive rather than as a receptive process: that "meaning" does not exist
in a text but in readers and the representations they build.
-It is complemented by work in rhetoric
which argues that reading is also a discourse act.
-
Jasmine
ReplyDeleteYajaira
Reading is a discourse act. I college they teach students to read texts and suggest useful parallels. It may be hard to teach. Rhetorical reading means of persuasion in a given situation. It influences readers or listeners to modify their understanding of a subject.
Readers construct meaning by building interwoven representations of knowledge. Reading and cognition gives us good starting points for the discussion since it helps describe the reading process and helps explain how people process the text.
The reader is talking about representation reading building as a complex network. The nodes have links and author’s name, some striking words, phrase. The links help you with between a group of nodes of simple associations.
The good readers are the ones that have large vocabulary, read quickly, and are able to comprehend tasks. The students are able to read if they can understand all the words and can paraphrase the text.