Classrooms filled with glassy-eyed students provide an experiential base for Alice S. Horning’s new comprehensive theory about basic writers. Horning explores the theory of writing acquisition in detail. Her examination of spoken and written language and redundancy give a theoretical base to her argument that academic discourse is a separate linguistic system characterized by particular psycholinguistic features. She proposes that basic writers learn to write as other learners master a second language because for them, academic written English is a whole new language. She explores the many connections to be found in second language acquisition research to the teaching and learning of writing and gives special attention to the interlanguage hypothesis, pidginization theory, and the Monitor theory. She also addresses the role of affective factors (feelings, attitudes, emotions, and motivation) in the success or failure of writing students.
The Case for Critical Literacy explores the history of reading within writing studies and lays the foundation for understanding the impact of this critical, yet often untaught, skill. Every measure of students’ reading comprehension, whether digital or analog, demonstrates that between 50 and 80 percent of students are unable to capture the substance of a full discussion or evaluate material for authority, accuracy, currency, relevancy, appropriateness, and bias. This book examines how college-level instruction reached this point and provides pedagogical strategies that writing instructors and teachers can use to address the problem. Alice Horning makes the case for the importance of critical reading in the teaching of writing with intentionality and imagination, while sharing glimpses of her own personal history with reading and writing. Horning provides the context for understanding what college faculty face in their classrooms and offers a history of critical literacy that explains why, to date, it has mostly neglected or ignored the diverse statuses of students’ reading challenges. The Case for Critical Literacy explores actionable options to better meet students’ literacy needs. College and university faculty, especially writing instructors, will benefit from an understanding of what has happened in the field and what needs to change.
Reading, Writing, and Digitizing offers a new theoretical proposal concerning expert and novice readers and writers based on the psycholinguistics of literacy. This book has five specific goals. First, it presents a theory of meta-reading and writing that describes what literacy experts are able to do with written text. They do what the word “meta” describes: go before and after, into and around, beyond and beside written text to understand and create meaning. Second, the case studies presented reveal differences between literacy novices and experts in terms of their awarenesses about texts and their skills; these are clarified as the discussion unfolds. Third, the book provides an analysis of the processing mechanisms people use and the features that texts contain that make literacy possible. A fourth goal is to examine how experts understand and produce texts in both traditional and digital venues. Finally, the book ends with focused strategies for instruction that will be useful to any reader working with people engaged in literacy development. Readers of this book will be better equipped to support the literacy development of others through their enhanced understanding of the psycholinguistics of reading and writing and of the differences between literacy novices and experts.
The Case for Critical Literacy explores the history of reading within writing studies and lays the foundation for understanding the impact of this critical, yet often untaught, skill. Every measure of students’ reading comprehension, whether digital or analog, demonstrates that between 50 and 80 percent of students are unable to capture the substance of a full discussion or evaluate material for authority, accuracy, currency, relevancy, appropriateness, and bias. This book examines how college-level instruction reached this point and provides pedagogical strategies that writing instructors and teachers can use to address the problem. Alice Horning makes the case for the importance of critical reading in the teaching of writing with intentionality and imagination, while sharing glimpses of her own personal history with reading and writing. Horning provides the context for understanding what college faculty face in their classrooms and offers a history of critical literacy that explains why, to date, it has mostly neglected or ignored the diverse statuses of students’ reading challenges. The Case for Critical Literacy explores actionable options to better meet students’ literacy needs. College and university faculty, especially writing instructors, will benefit from an understanding of what has happened in the field and what needs to change.
Includes readings on 25 topics of contemporary interest accompanied by comprehension and writing exercises for intermediate level students of English as a foreign language.
Reading, Writing, and Digitizing offers a new theoretical proposal concerning expert and novice readers and writers based on the psycholinguistics of literacy. This book has five specific goals. First, it presents a theory of meta-reading and writing that describes what literacy experts are able to do with written text. They do what the word “meta” describes: go before and after, into and around, beyond and beside written text to understand and create meaning. Second, the case studies presented reveal differences between literacy novices and experts in terms of their awarenesses about texts and their skills; these are clarified as the discussion unfolds. Third, the book provides an analysis of the processing mechanisms people use and the features that texts contain that make literacy possible. A fourth goal is to examine how experts understand and produce texts in both traditional and digital venues. Finally, the book ends with focused strategies for instruction that will be useful to any reader working with people engaged in literacy development. Readers of this book will be better equipped to support the literacy development of others through their enhanced understanding of the psycholinguistics of reading and writing and of the differences between literacy novices and experts.
Addressing basic writing not only as a practical problem and humane responsibility, but also as a challenging area for research and theorizing, this book reviews, interprets, and applies the growing body of work in second language acquisition. Chapter 1 presents 6 hypotheses constituting an attempt to develop a cohesive theory of writing acquisition that incorporates the redundancy of language and facilitates the process of language acquisition. The following chapters explore this theory in detail to serve as a basis for experimental confirmation. Chapters 2 and 3, on spoken and written language and redundancy, provide the theoretical basis for the argument that academic discourse is a separate linguistic system characterized by particular psycholinguistic features. Chapters 4 and 5 present a detailed analysis of the behavior of basic writers with respect to written form, reviewing both pertinent second language theory about learners' errors and a case study of one writer. Chapters 6 and 7 discuss the relevant affective factors analyzed in second language acquisition theory and detail Stephen Krashen's recent proposals for a comprehensive theory of second language acquisition. The final chapter reviews the entire theory, summarizes the evidence, and outlines the agenda for further research. (JD)
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