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
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Open Access
Closed
Topics
first-year composition writing pedagogy teacher development qualitative research literacy studies
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Citation Context

Cited by in this index (10)

  1. Fiscus-Cannaday et al. (2025)
    A Lesson in Mindful Collaboration
    Pedagogy
  2. Behrend (2025)
    Writing Before and Beyond Monolingualism
    Pedagogy
  3. King (2020)
    Metacognition or “B.S.”?
    Pedagogy
  4. Wang (2019)
    Tracing Connections and Disconnects: Reading, Writing, and Digital Literacies a…
    College Composition and Communication
  5. Carillo (2019)
    Navigating This Perfect Storm
    Pedagogy
Show all 10 →
  1. Rodrigue (2017)
    The Digital Reader, The Alphabetic Writer, and The Space Between: A Study in Di…
    Computers and Composition
  2. Rodrigo et al. (2017)
    Balancing Institutional Demands with Effective Practice: A Lesson in Curricular…
    Technical Communication Quarterly
  3. Bunn (2016)
    Reimagining Workshop
    Pedagogy
  4. Adams (2016)
    The Line That Should Not Be Drawn
    Pedagogy
  5. Toth et al. (2014)
    Directed self-placement questionnaire design: Practices, problems, possibilities
    Assessing Writing

References (0)

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