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

Citation Context

Cited by in this index (9)

  1. Pedagogy
  2. Pedagogy
  3. Pedagogy
  4. College Composition and Communication
  5. Pedagogy
Show all 9 →
  1. Computers and Composition
  2. Technical Communication Quarterly
  3. Pedagogy
  4. Pedagogy

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