the first page discuses cognitive and literary theory the second page discuses students rhetorical reading strategies the third page discuses why students summarize and text
the readers change the meaning do to rhetorical context rethinking college level reading and writing pg167 the way rhetorical shapes discussion of reading different methods to read and write pg168 teaching problem solving skills teaches multiply representation thesis students must build a multiply faceted representation and different teaching stlyes
Haas and Linda Flower • Constructive vs. receptive: “this constructive view of reading is being vigorously put forth, in different ways, by both literary theory and cognitive research.” Pg. 167 • Discourse act: “..when readers contrast meaning, they do so in the context of a discourse situation, which includes the writer of the original text, other readers the rhetorical context for reading, and the history of the discourse. • Constructive: rhetorical process/rapid, unexamined, inexpressible • Two questions: how does this constructive process play itself out in the actual, thinking process of reading? are all readers really aware of or in control of the discourse act which current theories describe? Think aloud procedure Knowledge of the world Infer Predict • We all have different interpretations of the same text • Mental representation: structure (conventional or unique), text function, beliefs, intentions in reading >>>>complex networks • Making a point: searching, inferencing, transforming ones knowledge • Multiple-representation thesis: mental representation not limited to verbally well-formed ideas and plans. Include abstract schema, • Reorganizing knowledge & creating new knowledge :
Good reading: meets the needs of college students to take test assignments , build an equally sophisticated , complex representation of meaning. “we can observe their use of reading strategies and so infer something about the representations they build. “ pg.170
mariah mendoza christopher carmona the view of reading which we share with others in the field by raising two questions the first is how does this constructive process play itself out in the actual thinking process of reading and the second is are all readers really aware of or in control of the discourse act which current theories described
the current text , prior texts and the reading context can exert varying degrees of influence on this process but it is the reader who must intergrate information into meaning we can began to piece together the way this constructive , cognitive process operates based on recent research and reading and comprehension and reading and writing .
it suggests that readers and writers mental representation are not limited to verbally well formed ideas and plans but may include information coded as visual images or as emotions or as linguistic propositions that exist just above the level of specific words .
To interpret any sophisticated text seems to require not only careful reading and prior knowledge, but the ability to read the text on several levels, to build multi-faceted representations. A text is understood not only as content and information, but also as the result of someone's intentions, as part of a larger discourse world, and as having real effects on real readers What we can do, however, is to watch the way that readers go about building representations: we can observe their use of reading strategies and so infer something about the representations they build
HAAS AND FLOWERS Constructing a rhetorical context for the text as a way of making sense of it.
• Readers construct meaning by building multi-faceted, interwoven representations of knowledge. • Cognitive process operates based on recent research on reading and comprehension, and on reading and writing.
The process of constructing • According to the author It suggests that readers' and writers' mental representations are not Limited to verbally well-formed ideas and plans, but may include information Coded as visual images, or as emotions, or as linguistic propositions that exist Just above the level of specific words.
• Trying to construct a well-articulated statement of the "point" of a text may require active searching, inferencing, and transforming of one's own knowledge.
• Reading is a process of responding to cues in the text and in the Reader’s context to build
• Readers might construct radically different representations of the same text and might use very different strategies to do so.
Maria Valadez Juan Rocha Rhetorical Reading Strategies and the Construction of Meaning Christina Haas and Linda Flowers • Meaning: meant by a word, text, concept, or action. • Rhetoric: to write and speak in a persuasive way • Rhetorical Reading: An active attempt at constructing a rhetorical context for the text as a way of making sense of it. (think out loud procedure). • The first is,how does this constructive process play itself out in the actual, thinking processof reading? • the second is, are all readers really aware of or in control of the discourse act which current theories describe? • reading strategies and so infer something about the representations they build.(170)
Celeste Viera • “Reading should be thought of as a constructive rather than as a receptive process” Constructive process: serving to build up or to improve Receptive process: listening and reading (passive skills) Readers construct meaning within the text and make sense of what it says
aspen aaron
ReplyDeletethe first page discuses cognitive and literary theory
the second page discuses students rhetorical reading strategies
the third page discuses why students summarize and text
the readers change the meaning do to rhetorical context
ReplyDeleterethinking college level reading and writing pg167
the way rhetorical shapes discussion of reading
different methods to read and write pg168
teaching problem solving skills
teaches multiply representation thesis
students must build a multiply faceted representation and different teaching stlyes
Haas and Linda Flower
ReplyDelete• Constructive vs. receptive: “this constructive view of reading is being vigorously put forth, in different ways, by both literary theory and cognitive research.” Pg. 167
• Discourse act: “..when readers contrast meaning, they do so in the context of a discourse situation, which includes the writer of the original text, other readers the rhetorical context for reading, and the history of the discourse.
• Constructive: rhetorical process/rapid, unexamined, inexpressible
• Two questions: how does this constructive process play itself out in the actual, thinking process
of reading?
are all readers really aware of or in control of the discourse act which current theories describe?
Think aloud procedure
Knowledge of the world
Infer
Predict
• We all have different interpretations of the same text
• Mental representation: structure (conventional or unique), text function, beliefs, intentions in reading >>>>complex networks
• Making a point: searching, inferencing, transforming ones knowledge
• Multiple-representation thesis: mental representation not limited to verbally well-formed ideas and plans. Include abstract schema,
• Reorganizing knowledge & creating new knowledge :
Good reading: meets the needs of college students to take test assignments , build an equally sophisticated , complex representation of meaning.
“we can observe their use of reading strategies and so infer something about the representations
they build. “ pg.170
Brisa Lara
Oliver Felix
mariah mendoza
ReplyDeletechristopher carmona
the view of reading which we share with others in the field by raising two questions the first is how does this constructive process play itself out in the actual thinking process of reading and the second is are all readers really aware of or in control of the discourse act which current theories described
the current text , prior texts and the reading context can exert varying degrees of influence on this process but it is the reader who must intergrate information into meaning we can began to piece together the way this constructive , cognitive process operates based on recent research and reading and comprehension and reading and writing .
it suggests that readers and writers mental representation are not limited to verbally well formed ideas and plans but may include information coded as visual images or as emotions or as linguistic propositions that exist just above the level of specific words .
To interpret any sophisticated text seems to require not only careful reading
and prior knowledge, but the ability to read the text on several levels, to
build multi-faceted representations. A text is understood not only as content
and information, but also as the result of someone's intentions, as part of a
larger discourse world, and as having real effects on real readers
What we can do, however, is to
watch the way that readers go about building representations: we can observe
their use of reading strategies and so infer something about the representations
they build
HAAS AND FLOWERS
ReplyDeleteConstructing a rhetorical context for the text as a way of making sense of it.
• Readers construct meaning by building multi-faceted, interwoven representations of knowledge.
• Cognitive process operates based on recent research on reading and comprehension, and on reading and writing.
The process of constructing
• According to the author It suggests that readers' and writers' mental representations are not
Limited to verbally well-formed ideas and plans, but may include information
Coded as visual images, or as emotions, or as linguistic propositions that exist
Just above the level of specific words.
• Trying to construct a well-articulated statement of the "point" of a text may require active searching, inferencing, and transforming of one's own knowledge.
• Reading is a process of responding to cues in the text and in the
Reader’s context to build
• Readers might construct radically different representations of the same text and might use very different strategies to do so.
JUAN P. IBARRA
ESMERALDA OVIEDO
Maria Valadez
ReplyDeleteJuan Rocha
Rhetorical Reading Strategies and
the Construction of Meaning
Christina Haas and Linda Flowers
• Meaning: meant by a word, text, concept, or action.
• Rhetoric: to write and speak in a persuasive way
• Rhetorical Reading: An active attempt at constructing a rhetorical context for the text as a way of making sense of it. (think out loud procedure).
• The first is,how does this constructive process play itself out in the actual, thinking processof reading?
• the second is, are all readers really aware of or in control of the discourse act which current theories describe?
• reading strategies and so infer something about the representations
they build.(170)
Celeste Viera
ReplyDelete• “Reading should be thought of as a constructive rather than as a receptive process”
Constructive process: serving to build up or to improve
Receptive process: listening and reading (passive skills)
Readers construct meaning within the text and make sense of what it says