Motivation and Connection: Teaching Reading (and Writing) in the Composition Classroom

College Composition and Communication Feb 2013

Motivation and Connection: Teaching Reading (and Writing) in the Composition Classroom

Michael Bunn

Abstract

Drawing on qualitative research conducted at the University of Michigan, this article examines the extent to which composition instructors theorize and teach reading-writing connections and argues that explicitly teaching reading-writing connections may increase student motivation to complete assigned reading. The article also discusses using model texts as an effective means of teaching those connections.

Journal: College Composition and Communication
Published: 2013-02-01
DOI: 10.58680/ccc201322720
Open Access: Closed
Topics: qualitative research multimodality

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