Student Case study(pg.171):Juan Murillo, Norma Silva • The creation of a case study between "Average" and "Above average" students •The main purpose of this study was to manipulate readers into using constructive/interpretive strategies •Sylvia Farnham-Diggory's Cognitive Processes •Results and Outcome from Congnitive Process •The two results of Kara and Seth •The strategies the student used to break down the text
name's : Mathew Zamora and Brinna Concha 1. This section talked about the range of rhetorical strategies with author's purpose, context or source, intended audience, and actual effect. 2. this section talked about some differences among readers and analyzing these differences. 3. this section talked about the strategies that readers are constructing spatial, functional, or relational structures for the text. 4. this section talked about the progressive enlargement of the constructed meaning of a text. 5. this section talked about rhetorical representation requiring more depth of processing and it being and asset in problematic reading tasks.
Ana Flores and Katie -"good reading" talks about how good readers put the context in their own meaning before analyzing the text. -"good reading" talks about how a text is not just a text and goes more into depth with its meaning. -"good reading" talks about how students paraphrase the context of a text. -"good reading" talks about how it requires analysis and criticism to get a better understanding of the context. -"good reading" talks about how "representation" is used as a reading method. -"good reading" talks about how readers have to observe what someone else is interpreting while reading.
Haas & Flowers Class Discussion: Post your group responses below
ReplyDeleteEstephania mtz, omar Amaya
DeleteThe rule of Rhetorical Reading
- The constructive process is trying to understand how the author is trying persuade the reader.
- people must able to elaborate representations of meaning and rhetorical reading is a strategy that can help.
-students are less successful to use a rhetorical reading strategy when they see it in someone else's writing.
- reading is a complex cognitive activity.
-Students focus on the knowledge & what the text is about and forget about the writers intention.
-Helping students move beyond their view of information exchange of reading and writing to a more complex rhetorical model
Student Case study(pg.171):Juan Murillo, Norma Silva
ReplyDelete• The creation of a case study between "Average" and "Above average" students
•The main purpose of this study was to manipulate readers into using constructive/interpretive strategies
•Sylvia Farnham-Diggory's Cognitive Processes
•Results and Outcome from Congnitive Process
•The two results of Kara and Seth
•The strategies the student used to break down the text
name's : Mathew Zamora and Brinna Concha
ReplyDelete1. This section talked about the range of
rhetorical strategies with author's purpose, context or source, intended audience, and actual effect.
2. this section talked about some differences among readers and analyzing these differences.
3. this section talked about the strategies that readers are constructing spatial, functional, or relational structures for the text.
4. this section talked about the progressive enlargement of the constructed meaning of a text.
5. this section talked about rhetorical representation requiring more depth of processing and it being and asset in problematic reading tasks.
Ana Flores and Katie
ReplyDelete-"good reading" talks about how good readers put the context in their own meaning before analyzing the text.
-"good reading" talks about how a text is not just a text and goes more into depth with its meaning.
-"good reading" talks about how students paraphrase the context of a text.
-"good reading" talks about how it requires analysis and criticism to get a better understanding of the context.
-"good reading" talks about how "representation" is used as a reading method.
-"good reading" talks about how readers have to observe what someone else is interpreting while reading.