Q&R 2

Down and Wardle present some misconceptions in this article. How do they affect a writer and what are ways to avoid them?

The ways that misconceptions reasonably affect the writer are actually simple. The writer enters the class with a mentality that is yet not prepared for what the course has to offer. Their mentality is set to think that learning is easy, just like high school, yet the individual doesn’t comprehend that learning is by far more complex than what thought of. A simple solution to this misconception is for the individual to change their point of view in learning. They must be able to understand that learning is a complex thread that leads to challenging what you all ready know. They must be prepared to re-learn what they know and be able to expand about it. The individual must be prepared for the unprepared.

Why is rhetorical reading complex?

In my point of view, rhetorical reading is complex because of all the ideas and all the questions that the reader must ask ourselves. On a table (article Haas and Flower), listing students and experienced readers, rhetorical reading has one of the smallest percentages. I suppose the reason for the small percentages would have to be because most students just base themselves on the simplest way to finish an assignment. On the other hand, rhetorical readers ask themselves questions pertaining to the reading. They make annotations, they re-read, they MAKE sure that what they are doing is going to be the best that they can do. The entire concept that rhetorical readers do is based on so many rules that are so easy to mislead. That is why I believe that rhetorical reading is complex.

More questions on H&F

Hi Students,

In the other class, each group has come up with 3 questions on H&F reading. I am going to post them here so that we all can think about them.

1. What are the pros and cons about Rhetorical reading?

2. Why do you think college professors prefer Rhetorical Reading to any other method?

3. How do you think FYC will benefit you?

(composed by Krizia Velez, Jose Barrera, Jose Garcia, Joshua Villarracal)

4. Which reading strategy works best for you? Explain why?

5. Why is it so much trouble for freshmen to adjust to new reading strategies?

6. What kind of reader and writer do you think you will be by the end of this class?

(composed by Ashley Torres, Denise Valdez, Lizzbeth Morales, Aley Pierce)

7. How can students acquire the strategies that H&F have presented?

8. How can a student reader and experienced reader understand complex forms of text?

9. Why is it that students and experienced readers use content strategies more than they use rhetorical strategies?

(composed by Ruben Palacios, Jessica Casas, Gustavo Guajardo, Marlon Duran)

10. How does being a good reader help you become a good writer?

11. Did any of the three reading strategies help you better understand the first article?

12. Which article do you think will help you out more with this class?

(composed by Daniel Cisneros, Priscilla Perez, Ruth Espiricueta, Dulce Rivera)

13. Do you think rhetorical strategies should be taught more thoroughly in high school?

14. What process do you use to find the claims of a text?

15. Based on the standards given by H&F, how well would you consider yourself as a reader?

(composed by Itzel Lopez, Geno Martinez, George Llanes, Rubi Garcia)

Q&R2

Question: What are the strategies for constructing meaning?

Answer:
To the majority of the people is very difficult to read. Especially to the people that do not like the subject they are reading on, but read is a very important topic in life because that will make you grow and be more knowledgeable. Almost all of the smartest people in the world got all that intelligence from readings. Read should be a habit for all people. Between all the things we can talk about this topic, there are 3 essential strategies that the teachers pretend we use: content strategies, function/feature strategies and rhetorical strategies.
We are going to start talking about the content strategies, and it is basically comments concerned with content or topic information, “what the text is about” (page 177, Hass and Linda Flower). The reader may be questioning, interpreting, or summing content, paraphrasing what the text “is about” or “is saying.” The goal in using content strategies seems to be getting information from the text.
Function/feature strategies were used to refer to conventional, generic functions of texts, or conventional features of discourse. These strategies seemed closely tied to the text: readers frequently named text parts, pointing to specific words, sentences, or larger sections of text. While content strategies seemed to be used to explain what the text was “saying,” function/feature strategies were often used to name what the text was “doing.” The use of these strategies suggests that readers are constructing spatial, functional, or relational structures for the text.
Rhetorical strategies are concerned with constructing a rhetorical situation for the text, trying to account for author’s purpose, context, and effect on the audience. In rhetorical reading strategies readers use cues in the text, and their own knowledge of discourse situations, to recreate or infer the rhetorical situation of the text they are reading. Rhetorical reading appears to be an “extra” strategy which some readers used and others did not. It is useful to see rhetorical reading not as a separate and different strategy but as a progressive enlargement of the constructed meaning of a text.
The conclusion without too many words could be the following: content strategies works with the meaning of the reading and the common question that is made in this strategy is “what the text is about?”; the function/feature strategy works with the meaning of the specific part of the reading and the common question that can be made in this strategy is “what the text was doing?”; and at last but not least, we have the rhetorical strategies that is more about what you fell of the reading, and what is the author purpose of writing that, the way you interpret the reading.

Q & R 2

Q & R 2

What is a good reader?

Does being able to read every single word in a context make you a good reader? Some might believe this to be true while others might disagree. When being in college a student should be able to read any material that is presented to him or her, but understanding the material is a whole other aspect. Students entering college might think that English is easy like it was in high school but college is a whole different level in my opinion. There are strategies that we as students should learn that can be very useful when it comes to both reading and writing. One of the ways students (readers) try to make meaning of a text was called “rhetorical reading” an attempt at constructing a rhetorical context for the text as a way of making sense of it. Another idea is critical reading which involves more than careful reading for content, more than identification of conventional features of discourse, such as examples and having to agree or disagree. Each student is different and that’s the beauty of English you will never get the same answer or approach because all students have different opinions and views.


Jaime A

How can We be sure that Reading Strategies Work?

H&F
In order to prove this answer or state the facts on it, we must actually try the techniques and see which works better with each person. Reading isn't something that we do naturally or seems to always catch our eye, but we do it to please the professors to avoid from failing. That shouldn't always be the case reading has many benefits liken this case it talks about strategies and we all know we can use the extra help if if your the greatest reader or not.
Reading is taken into pieces to write notes on the side or highlight a certain quote that seems to be the eye catching one,haas and flower want us "interpret sophisticated text" meaning even if it is over analyzed go with it. Any little sentence is a bit of information it has a lot of detail in one single piece. the don't want us to paraphrase but to analyze the text.
We can only be sure if the strategies work by jumping the boat and trying new things high school techniques dont always fly by with professors they dont want the flat triangle but the entire frosted cake. The details and analyzed concept not to over think the point and make it more of what it isnt.

1) What do teachers expect from the writing students in class? What do students expect from the proffessors/teachers?

-D&W
In this article it is approached in writing to elaborate not all such perfect tone to have a bit of flavor in every writing piece, if it is an essay or article. In writing its not just about quoting the author but to make your point of it, for professors to see you actually understood the point or your own judgement. While writing you let others see what you noticed even if its false or true you make it interesting and convincing with voice!
When professors ask new comerers for an essay or paragraphs revolvinmg any topic, they expect us to know what college writing is about but in reality we don't realize that we write in order for like intro,body, and conclusion that's thee only way we have been taught for 12 years of school and for a sudden change it messes up how our writing evolves. What students get by their freshman year is all the helps given to us such as writing center and after "talk" with professors. that is when it becomes easier and we begin to research more to become open minded with writing. By then we are competent with the standards of writing and reading as well.