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Marco A Portillo
Eng. 1301.28
Trang Phan
9/20/2010

Rhetorical Reading Strategies and the Construction of Meaning

                In this article they go on talking about these different processes and how writers and readers have their own aspects and mind sets that sets experienced and inexperienced apart. They go on talking about Rhetorical reading and how experienced  writers use their past and emotional experience to make a topic come to life and how the inexperienced writers like students we were taught different to use strategies that will get us a start on what the topic was about to help make the paper meet certain standards but not ones that we wish to surpass and make a paper meets those of a well experienced writer. This article also goes on to talk about “multiple-representation thesis” which explains a certain change and the process of constructing. This was shown when they experimented on three students to see how they think when they read to see if they understood what they read . In function/feature strategie talks about readers can pin point the important parts  like words or sentences “ This is the main Point”, “This must be an example”, “I think this is the introduction” while in content strategies explains what the text was saying but in function/feature were used to name what the text was doing “ here he is contrasting” “ this part seems to be explaining” this is how the reader is relating to the text itself being able to ask and question the text.

Question: What is “Good Reading”?

Response: What is good reading didn’t even know there was such a thing but according to the text its how we understand it and how we read critically. Like how now a day we students use bigger vocab words read faster and recalling what we read but that’s not what good reading is all about but to comprehend the writing in multiple levels to help us understand the writers intention of the writing and the point he or she is trying to make.

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Marco A. Portillo


Eng 1302.28

Trang Phan

9/13/2010

Revision Strategies of students Writers and Experienced Adult Writers

In this article it’s about going back onto your writing and rereading to make your point clearer to the reader. Gordon Rohman suggests that the composing processes moves from prewriting to writing to rewriting. James Britton’s model on the other hand states that the writing process as stages being described as metaphors. In the article they also did studies on a teenager and got that the teenager doesn’t really revise nor expect much out of their writing believing there paper is already good like many of us young teens. Experience writers hav4e their own and very common strategies that strong writers they are able to go back reread and try to connect and to relate to their writing to make it more understandable to the reader. Some writers also tend to ask themselves questions like what is needed to help improve their paper or what is not needed this making them to edit or delete parts of their paper to help get there point across.

Question: How are student writers similar or different from experience writers?

Response: Student writers are similar to experience on the base that both have a certain reason to write rather it being for a grade or a book to be published both are pushed into writing and making sense out of their paper. The difference is the strategies among the two one is not deep into the revising or trying to get deeper into the writing as the other.

Marco A. Portillo


Eng 1302.28

Trang Phan

9/13/2010

Teaching Specific Revision Suggestions

This article is about how student response to another peer’s writing and being ineffective with the critizing and help giving advice on the writing on hand. In this article it states some techniques like the PQP which stands for praise, question, and polish that can help students be more helpful by having them interact with each for instance they get in groups and read there paper aloud and get the opinions and remarks of their classmates. Not only do they get helpful advice but get to hear someone else read there paper thus abling them to hear it from someone else and seeing what changes that can be done.

Question: how can peer response help improve another’s paper?

Response: I do believe that peer response can greatly improve someone else’s paper because it’s more than one person who is giving their opinion and this allowing two or more minds to help make a solid but understandable paper. With this said I do think that PQP should be practiced more not only does it help improve paper but the student skills on being able critizies and help give helpful and effective advice and revising to their fellow peers.