Read Christina Haas And Linda Flower Rhetorical Reading Stra

Reading questions for Haas and Flower
Do jot down some “notes” in answer to these questions:

Pages 167-169 describe what happens when people read. This is the most theoretical part of the article (and thus the hardest). It is ok if you don’t understand everything you read in this section - it will all make more sense later. You do not need to understand every word or idea to get the general gist or to keep going.
1. What did you learn about reading in this section that you didn’t know before?

Pages 169 (beginning with the section “What is ‘Good Reading’?”) and 170 describes the “problem” with freshmen readers.
2. What are freshmen readers good at doing and what aren’t they able to do? Based on your experience in EN 101 (summaries and rhetorical bibliography), do you agree with this general description of freshmen readers?

Pages 171 and 172 describes the experiment the writers conduct on experienced and freshmen readers.
3. What confuses you about the experiment as described? What don't you understand?

Pages 172 (last paragraph) and 173 talk in general, using two readers as examples, about the differences between the experienced and student readers.

Pages 174-176 are the most useful in the article (IMO). They talk in detail about three things readers think about as they read, noting the percentages of experienced and freshmen readers that engaged in each of these things as they read the passage for the experiment.
4. Which of the three strategies have you engaged in when reading this article? None of the freshmen engaged in rhetorical strategies. Have you?

Pages 177 and 178 (up to the paragraph that begins with “However”) explains why the writers think that rhetorical strategies (the ones freshmen don’t do) are so important.

Pages 178 (beginning with “However”) through 181 address the opposing argument – that rhetorical strategies are not the key to good reading. The authors then focus on how readers who used rhetorical strategies were able to recognize the claims (even implicit claims) in addition to facts while those who didn’t use these strategies only saw facts. Beginning on the middle of page 179, we get a lot of data reporting. This is your place to really skim. Read the last paragraph in this section (begins on page 180 and continues after the graph), but it is always safe to skim data reporting (the writers will tell you the significance of this data – the data is mostly there for other researchers who want to replicate the experiment.
5. According to the article, what is the difference between a claim and a fact? How good are you at spotting claims in readings?

Pages 181 (beginning with the section “The Role of Rhetorical Reading”) to the end is the conclusion. Always important to read conclusions carefully. This conclusion sums up the results of the study, but then asks what do we (teachers) do with these results.
6. What do the writers admit not knowing? What do they see as the main task ahead? What do they see as the main challenges to this task.

Unless otherwise stated, the content of this page is licensed under Creative Commons Attribution-ShareAlike 3.0 License