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Motivation and Connection: Teaching Reading

(and Writing) in the Composition Classroom

The Benefit of Explicitly Teaching Reading-Writing Connections:

• ·      I chose to write about this specific section of the journal article because I believe that this is the most important part.  This answers the “why” part of the article – why should one teach the connections between reading and writing?  Knowing what reading-writing connections actually is and how to implement this concept is integral in understanding the argument, but knowing why it should be done is the foundation of the article’s purpose.  Why should one teach about reading-writing connections?  Because there is a benefit of “explicitly teaching reading-writing connections. 

Teaching Model Texts Effectively: An Example

• ·      I plan on incorporating the “how” portion of the article by also writing about this section.  Once the reader of the genres I am going to write know why connecting reading and writing is taught – there is a benefit – I am going to explain to them how teachers should effectively convey this plan to their students.  Thus, the audience will know what is happening, why it is going on, and how it should take place.

Younger audience: A comic book

• ·      This comic book I am going to create will be geared towards an audience of students, particular within an academic setting.  The author, me, will pretend to be a teacher creating this comic book towards a group of students. Although the journal article by Bunn “[Teaches] reading in terms of its connections to writing [to] motivate students to read” (512), I will be trying to motivate the reader – students – to have a reason to do their reading.  I’ll introduce why it is important – because there is a benefit of explicitly learning about reading writing connections.  I will also write about how the teacher (me) will effectively teach the connections between reading and writing in a way that will get the students excited to learn.
• ·      To grab the readers’ attentions, I will try to make this genre funny.  I will use characters of the same age group (high school) or from media they are accustomed to so that the characters will be relatable to the students.  In terms of content, I am not entirely sure how, but I will try to make what the audience will be learning from the comic book seem “cool” so that they will be inclined to keep reading the possibly learn more.

Older Audience:  A cover letter applying to become a UCSB Writing 2 teacher.

• ·      The content of this piece will contrast greatly to the comic book.  Along with the general content usually associated with a cover letter – introducing myself and my purpose for applying – I will talk in depth about my “skill” of being able to teach the connections of reading and writing to the students.  Of course, I will first give a reason and explain the benefits of the importance of knowing about the reading-writing connections. 
• ·      This genre will be going into depth about my knowledge, as opposed to the comic book, which gives enough information, but not too much, or the reader would become disinterested.  The purpose of this genre is to leave a good impression on the possible future employer, and so this will be written in a serious matter with impressive diction and written skills.