Blog Revision- Optional (Project 2)
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School
Florida International University *
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Course
1101
Subject
English
Date
Apr 3, 2024
Type
Pages
4
Uploaded by PresidentGerbil3380
Blog Revision – Optional (Project 2) Part 1:
Copy and paste the content of your original blog (just your post, not your classmates’ comments) into a Word document. The Importance of Reading in Writing Instruction. In the article "Reading is Not Essential to Writing Instruction," Julie Myatt Barger addresses the importance of reading in writing instruction and the negative implications of ignoring reading skills. She identifies four main factors that contribute to this omission, including the prioritization of testing, debates surrounding the purpose of first-year composition courses, a lack of recent research on reading in composition studies, and unrealistic expectations placed on writing instructors. Barger argues that explicit reading instruction is crucial for students' growth as writers, emphasizing the importance of teaching students to read like writers. Also, suggests several strategies to incorporate reading instruction, such as encouraging active and rhetorical reading, fostering collaborative discussions, and promoting reflection on reading experiences. Barger effectively engages writing teachers, particularly in K-12 and university settings, who may have disregarded reading instruction among external pressures like standardized testing and debates on composition courses. Her objective is to inspire these educators to reevaluate their method to reading and appreciate its important influence on students' writing skills. She supports her arguments with examples, such as the English III practice test by Pearson, which illustrates the limitations of standardized testing in promoting deep reading skills. However, the use of concrete evidence supports her credibility and requests to the logical perceptive of the audience.
Additionally, Barger acknowledges the concerns raised in the field of composition studies regarding the inclusion of literary texts in first-year composition courses. By arguing the Tate-
Lindemann debate, she creates an understanding of the current conversations within the field. This rhetorical choice allows Barger to present a balanced perspective and show that reading instruction should not be minimized by these debates. As well as her choice of language throughout the text that is clear and accessible, making the content understandable to a wide range of readers. Barger uses a conversational tone to engage her audience, employing rhetorical questions and including references to other scholars' work. This approach creates a sense of dialogue and encourages readers to reflect on their own teaching practices. Overall, Barger effectively combines a strong argument, credible evidence, and an engaging writing style to convey her message about the importance of reading in writing instruction. Her analysis of the issues and practical suggestions for incorporating reading instruction make a compelling case for educators to prioritize reading as a vital component of their writing curriculum. Part 2: The Essential Role of Reading in Writing Instruction In her article "Reading is Not Essential to Writing Instruction," Julie Myatt Barger highlights the significance of reading in writing instruction and the negative consequences of neglecting reading skills. Barger identifies four key factors contributing to this omission: prioritization of testing, debates on the purpose of first-year composition courses, limited recent research on
reading in composition studies, and unrealistic expectations placed on writing instructors. She argues that explicit reading instruction is vital for students' development as writers, emphasizing the importance of teaching students to read like writers. Barger suggests several strategies for incorporating reading instruction, such as promoting active and rhetorical reading, fostering collaborative discussions, and encouraging reflection on reading experiences. Barger effectively engages writing teachers in K-12 and university settings who may have overlooked reading instruction due to external pressures like standardized testing and debates on composition courses. Her objective is to inspire educators to reassess their approach to reading and recognize its influential role in students' writing skills. To support her arguments, she provides concrete examples, such as the limitations of standardized testing in promoting deep reading skills, as evidenced by the English III practice test by Pearson. These examples enhance her credibility and appeal to the logical reasoning of the audience. Additionally, Barger acknowledges concerns raised in the field of composition studies regarding the inclusion of literary texts in first-year composition courses. By addressing the Tate-
Lindemann debate, she presents a balanced perspective and demonstrates that reading instruction should not be undermined by these debates. In terms of language, Barger employs a clear and accessible tone throughout the text, making the content understandable to a wide range of readers. She utilizes a conversational approach, engaging the audience through rhetorical questions and references to other scholars' work. This creates a sense of dialogue and encourages readers to reflect on their own teaching practices. In summary, Barger successfully combines a convincing argument, credible evidence, and an engaging writing style to convey the importance of reading in writing instruction. Her analysis of the issues and practical suggestions for incorporating reading instruction make a persuasive case for educators to prioritize reading as a fundamental component of their writing curriculum. Part 3: Nicole Fuxman appreciated how I separated the main ideas of the article into four factors and included supporting evidence to strengthen the argument. She found the post clear and easy to understand. Miranda Marquez-Boidi commended the way I wrote the chronological setup and
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for discussing the author's tone, which shaped the story effectively. Gianmarco Salvatorelli complimented my blog post for summarizing the article well without overwhelming the reader with information and liked the addition of a picture. However, Gianmarco suggested adding sub-
headings for better organization. Matthew Bachan enjoyed reading my argument and found the real-life connections and photo helpful in understanding the argument. Joseph Coyle liked how I broke down the ideas into separate pieces, making it easier for readers to understand and find additional information. Adrian Sanchez also appreciated my summarization and the inclusion of the practice test example, which effectively highlighted the flaws in the education system. In the revision process, I focused on developing clarity and conciseness. I made minor edits to grammar and syntax, ensuring smoother readability. I also reorganized the structure to provide a clearer flow of ideas. Additionally, I expanded on the examples provided, offering more specific illustrations to reinforce the author's points. These revisions intent to reinforce the overall impact of the blog and effectively communicate the importance of reading in writing instruction to a larger audience.