Expository Reading and Writing Course Assignment Template 

I quite like this framework for approaching a text from a very basic to complex level by first showing students that there are three stages to reading and then delineating the role of each. In the pre-reading stage I was a little confused about what sort of predictions the text was suggesting. I realize that it is important to orient yourself towards a reading, acknowledging things like when it was written, who it was written by and why, as well as gathering as much as possible from the title. However, I don’t see the point in guessing what will happen when you should simply read and find out. If it is written well you shouldn’t need to do much preparation.

I think depending on the skill level of the students the Independent Word Learning Strategies should be taught in a separate, devoted, lesson as part of helping them through a challenging text. Teaching students how to read primary source documents is a vital component in any history class; they are the bones of historical study. However, expecting students to be able to trudge through the majority of historical documents is a rather tall order. Hence, teaching students the skills and strategies on page 6 can help to make them more independent. Especially word learning through context, how and what sources to use, and more importantly promoting “metalinguistic awareness”. A key, I have found, to reading historical documents is acquainting yourself with the style of the period, and then making predictions accordingly.

I loved the idea of reading with and against the grain for when they are being introduced to informational literature, particularly within the context of an argument or research assignment. One must first understand the opposition to refute it. I cannot wait to use the framework from this reading in a class—of course I can’t wait to teach in general. As the reading suggests, first, as an introduction have students outline the structure of the paper according to page 10; then compare and discussion in groups how they marked it. Second, as a whole class, with the instructor modeling, use the fantastic guiding questions on page 13 to demonstrate how to annotate a source, showing students how they should be thinking when reading. Lastly, to put it all together, write a short summary and reflection of what you read. I wish I had more time this week to devote to reflecting on this reading because it was just a brilliant method for teaching kids to become disciplined and active readers.