Johnny R. Cantu & Adrian Reyna Paragraph 1 • Reading should be constructive rather than receptive • Constructive- serving a useful purpose; tending to build up. • Receptive- able or willing to receive something, especially signals or stimuli.
• Interpretive process with college-level expository texts is rather limited. • Interpretive- relating to or providing an interpretation. • Expository- intended to explain or describe something.
Paragraph 2 • Gave complex college-level text and observed a constructive in a literal term. • Complex- consisting of many different and connected parts • Literal- free from exaggeration or distortion.
• Student relied on text-based strategies, rhetorical or social discourse act was better. • Social- relating to rank and status in society. • Discourse- written or spoken communication or debate
Paragraph 3&4 Pedagogy = the practice of teaching What are strategies for construction meaning? Inferencing, Monitoring, Summarizing, and Question Generating. Basically is what are doing in this activity Metacognitive= think of your thinking? Rhetorical reading= persuasion in a given situation Rhetorical strategies= support a claim, organized evidence
• By Work in rhetoric argues, reading is also a discourse act. • If reading is constructive you would have to rethink how we teach students how to read texts and suggest useful parallels.
• How does constructive process play itself out in the actual process of reading? • Students who relied on text based strategies to construct their meanings, do not have the same viewing on of reading as rhetorical or social discourse act.
• A representation of propositional or content info. Propositional - A sentence not defined /specified –makes it undetermined. • Readers construct reading by multifaceted, interwoven representations of knowledge. • Multifaceted - having many facets. • Interwoven-blend closely.
• Piece together the way constructive and cognition process operates based on recent research on reading and comprehension
• The link between nodes, might reflect causality or subordination ,simple association or a strong emotional connection
• Causality-relationship of cause & effect
• Subordination- the action or state of subordinating or of being subordinate
• Readers and writers mental representation not limited to verbally well-formed plans. • Representation= representing • Representations also reflect abstract schema • Schema= plan • Abstract= specific objects • Makes sense to take the metaphor “construction” seriously.
• Image of “meaning” as a rich network of disparate kinds of information is in sharp contrast to the narrow. • Contrast=purpose • Reading is a process of responding to cues in a text an in the readers context to build a complex • Mental structures of meaning created by the cognitive and affective process of reading. • Multi-faced representation of meaning should be no surprise that different readers might construct radically different representations of the same text • Do readers bring to the process of understanding difficult texts • Seeing constructive reading is an act of encourages to teachers to move from merely teaching texts to teaching readers • To interpret any sophisticated text seems to require not only carful readings and prior knowledge • Experienced readers made active use of the strategy of the rhetorical reading not only to predict and interpret texts but to solve problems
Carlos Dena ,Veronica ayala • By Work in rhetoric argues, reading is also a discourse act. • If reading is constructive you would have to rethink how we teach students how to read texts and suggest useful parallels.
• How does constructive process play itself out in the actual process of reading? • Students who relied on text based strategies to construct their meanings, do not have the same viewing on of reading as rhetorical or social discourse act.
• A representation of propositional or content info. Propositional - A sentence not defined /specified –makes it undetermined. • Readers construct reading by multifaceted, interwoven representations of knowledge. • Multifaceted - having many facets. • Interwoven-blend closely.
• Piece together the way constructive and cognition process operates based on recent research on reading and comprehension
• The link between nodes, might reflect causality or subordination ,simple association or a strong emotional connection
• Causality-relationship of cause & effect
• Subordination- the action or state of subordinating or of being subordinate
• Readers and writers mental representation not limited to verbally well-formed plans. • Representation= representing • Representations also reflect abstract schema • Schema= plan • Abstract= specific objects • Makes sense to take the metaphor “construction” seriously.
• Image of “meaning” as a rich network of disparate kinds of information is in sharp contrast to the narrow. • Contrast=purpose • Reading is a process of responding to cues in a text an in the readers context to build a complex • Mental structures of meaning created by the cognitive and affective process of reading. • Multi-faced representation of meaning should be no surprise that different readers might construct radically different representations of the same text • Do readers bring to the process of understanding difficult texts • Seeing constructive reading is an act of encourages to teachers to move from merely teaching texts to teaching readers • To interpret any sophisticated text seems to require not only carful readings and prior knowledge • Experienced readers made active use of the strategy of the rhetorical reading not only to predict and interpret texts but to solve problems
PART 2 DANYSSA ZARAGOZA “It suggests that readers and writers’ mental representations are not limited to verbally well-formed ideas and plans, but may include information coded as visual images or as emotions, or as linguistic proposition that exist just above the level of specific words.” Linguistic- relating to language or linguistics. Linguidt is someone who speaks many languages and works as a language teacher.
“Turning information coded in any of these forms into a fully verbal articulation of the “point” replete with well specified connections bettween ideas and presented according to the standard covections of a given discourse, is constructive; it can involve not only translating one kind od represnetation into another, but reorganizing knowledge and creating new knowledge, new conceptual nodes and connections.” Articulation- the formation of clear and distinct sound in speah. Nodes- a point at which lines or pathways intersect or branch; a central or connecting point.
“Statements of that sort do, of course serve useful functions, but we should not cufes them with the multi- dimesional, mental structures of meaning created by the cognitive and affective process of reading”. Multi-dimensional- of or involving several dimensions or aspects. cognitive - relating to cognition.
“If reading, then, is a process of responding to cues in the text and in the readers context to build a complex, multi-faceted representaion of meaning it should be no surprise that different reader might construst radically different represenataions of the same text annd might use very different strategies to do so” Multi- faced - having a variety of different and important features or elements.
“The teachers as co-reader can both model a sophisticated reading process and help students draw out the rich posiblilties of texts and readers, rather than trying to insure that all students interpret texts in a single, “correct” way and in the same way. Sophisticated- having revealing, or proceeding from a great deal of wordly expierence and knowledge of fashion and culture.
“ our students may believe that if the understand all the words and can paraphrase the propositional content of a text, then they have succesfully “read” it “
Propositional- relating that statements or problems that must be solved or proved to be true or not true.
Rumaldo lozano part1 • This constructive view of reading is being vigorously put forth, in different ways, by both literary theory and cognitive research. • Constructive=helping to improve; promoting further development or advancement • Vigorously=energetic; forceful • Cognitive= concerned with the act or process of knowing • • However, our knowledge of how readers actually carry out this interpretive process with college-level expository texts is rather limited. • Interpretive= serving to interpret; explanatory • • We would like to help extend this constructive, rhetorical view of reading which we share with others in the field, by raising two questions. • Rhetorical=used for, belonging to, or concerned with mere style or effect • • One of the ways readers tried to make meaning of the text was a strategy we called “rhetorical reading”, an active attempt at constructing a rhetorical context for the text as a way of making sense of it. • • Although a thinking aloud protocol can show us a great deal, we must keep in mind that it reveals only part of what goes on as a reader is building a representation of a text. • Protocol= a supplementary international agreement. • • In short, readers construct meaning by building multifaceted, interwoven representations of knowledge. • Interwoven=to intermingle or combine as if by weaving • • The links between a group of nodes might reflect causality, or subordination, or simple association, or a strong emotional connection • Subordination= the condition of being subordinated, or made dependent, secondary, or subservient. • • Various syntheses of this work have been provided by Branford; Baker and Brown.
Johnny R. Cantu & Adrian Reyna
ReplyDeleteParagraph 1
• Reading should be constructive rather than receptive
• Constructive- serving a useful purpose; tending to build up.
• Receptive- able or willing to receive something, especially signals or stimuli.
• Interpretive process with college-level expository texts is rather limited.
• Interpretive- relating to or providing an interpretation.
• Expository- intended to explain or describe something.
Paragraph 2
• Gave complex college-level text and observed a constructive in a literal term.
• Complex- consisting of many different and connected parts
• Literal- free from exaggeration or distortion.
• Student relied on text-based strategies, rhetorical or social discourse act was better.
• Social- relating to rank and status in society.
• Discourse- written or spoken communication or debate
Paragraph 3&4
Pedagogy = the practice of teaching
What are strategies for construction meaning?
Inferencing, Monitoring, Summarizing, and Question Generating. Basically is what are doing in this activity
Metacognitive= think of your thinking?
Rhetorical reading= persuasion in a given situation
Rhetorical strategies= support a claim, organized evidence
• By Work in rhetoric argues, reading is also a discourse act.
ReplyDelete• If reading is constructive you would have to rethink how we teach students how to read texts and suggest useful parallels.
• How does constructive process play itself out in the actual process of reading?
• Students who relied on text based strategies to construct their meanings, do not have the same viewing on of reading as rhetorical or social discourse act.
• A representation of propositional or content info.
Propositional - A sentence not defined /specified –makes it undetermined.
• Readers construct reading by multifaceted, interwoven representations of knowledge.
• Multifaceted - having many facets.
• Interwoven-blend closely.
• Piece together the way constructive and cognition process operates based on recent research on reading and comprehension
• The link between nodes, might reflect causality or subordination ,simple association or a strong emotional connection
• Causality-relationship of cause & effect
• Subordination- the action or state of subordinating or of being subordinate
• Readers and writers mental representation not limited to verbally well-formed plans.
• Representation= representing
• Representations also reflect abstract schema
• Schema= plan
• Abstract= specific objects
• Makes sense to take the metaphor “construction” seriously.
• Image of “meaning” as a rich network of disparate kinds of information is in sharp contrast to the narrow.
• Contrast=purpose
• Reading is a process of responding to cues in a text an in the readers context to build a complex
• Mental structures of meaning created by the cognitive and affective process of reading.
• Multi-faced representation of meaning should be no surprise that different readers might construct radically different representations of the same text
• Do readers bring to the process of understanding difficult texts
• Seeing constructive reading is an act of encourages to teachers to move from merely teaching texts to teaching readers
• To interpret any sophisticated text seems to require not only carful readings and prior knowledge
• Experienced readers made active use of the strategy of the rhetorical reading not only to predict and interpret texts but to solve problems
Carlos Dena ,Veronica ayala
ReplyDelete• By Work in rhetoric argues, reading is also a discourse act.
• If reading is constructive you would have to rethink how we teach students how to read texts and suggest useful parallels.
• How does constructive process play itself out in the actual process of reading?
• Students who relied on text based strategies to construct their meanings, do not have the same viewing on of reading as rhetorical or social discourse act.
• A representation of propositional or content info.
Propositional - A sentence not defined /specified –makes it undetermined.
• Readers construct reading by multifaceted, interwoven representations of knowledge.
• Multifaceted - having many facets.
• Interwoven-blend closely.
• Piece together the way constructive and cognition process operates based on recent research on reading and comprehension
• The link between nodes, might reflect causality or subordination ,simple association or a strong emotional connection
• Causality-relationship of cause & effect
• Subordination- the action or state of subordinating or of being subordinate
• Readers and writers mental representation not limited to verbally well-formed plans.
• Representation= representing
• Representations also reflect abstract schema
• Schema= plan
• Abstract= specific objects
• Makes sense to take the metaphor “construction” seriously.
• Image of “meaning” as a rich network of disparate kinds of information is in sharp contrast to the narrow.
• Contrast=purpose
• Reading is a process of responding to cues in a text an in the readers context to build a complex
• Mental structures of meaning created by the cognitive and affective process of reading.
• Multi-faced representation of meaning should be no surprise that different readers might construct radically different representations of the same text
• Do readers bring to the process of understanding difficult texts
• Seeing constructive reading is an act of encourages to teachers to move from merely teaching texts to teaching readers
• To interpret any sophisticated text seems to require not only carful readings and prior knowledge
• Experienced readers made active use of the strategy of the rhetorical reading not only to predict and interpret texts but to solve problems
PART 2 DANYSSA ZARAGOZA
ReplyDelete“It suggests that readers and writers’ mental representations are not limited to verbally well-formed ideas and plans, but may include information coded as visual images or as emotions, or as linguistic proposition that exist just above the level of specific words.”
Linguistic- relating to language or linguistics. Linguidt is someone who speaks many languages and works as a language teacher.
“Turning information coded in any of these forms into a fully verbal articulation of the “point” replete with well specified connections bettween ideas and presented according to the standard covections of a given discourse, is constructive; it can involve not only translating one kind od represnetation into another, but reorganizing knowledge and creating new knowledge, new conceptual nodes and connections.”
Articulation- the formation of clear and distinct sound in speah.
Nodes- a point at which lines or pathways intersect or branch; a central or connecting point.
“Statements of that sort do, of course serve useful functions, but we should not cufes them with the multi- dimesional, mental structures of meaning created by the cognitive and affective process of reading”.
Multi-dimensional- of or involving several dimensions or aspects.
cognitive - relating to cognition.
“If reading, then, is a process of responding to cues in the text and in the readers context to build a complex, multi-faceted representaion of meaning it should be no surprise that different reader might construst radically different represenataions of the same text annd might use very different strategies to do so”
Multi- faced - having a variety of different and important features or elements.
“The teachers as co-reader can both model a sophisticated reading process and help students draw out the rich posiblilties of texts and readers, rather than trying to insure that all students interpret texts in a single, “correct” way and in the same way.
Sophisticated- having revealing, or proceeding from a great deal of wordly expierence and knowledge of fashion and culture.
“ our students may believe that if the understand all the words and can paraphrase the propositional content of a text, then they have succesfully “read” it “
Propositional- relating that statements or problems that must be solved or proved to be true or not true.
Rumaldo lozano
ReplyDeletepart1
• This constructive view of reading is being vigorously put forth, in different ways, by both literary theory and cognitive research.
• Constructive=helping to improve; promoting further development or advancement
• Vigorously=energetic; forceful
• Cognitive= concerned with the act or process of knowing
•
• However, our knowledge of how readers actually carry out this interpretive process with college-level expository texts is rather limited.
• Interpretive= serving to interpret; explanatory
•
• We would like to help extend this constructive, rhetorical view of reading which we share with others in the field, by raising two questions.
• Rhetorical=used for, belonging to, or concerned with mere style or effect
•
• One of the ways readers tried to make meaning of the text was a strategy we called “rhetorical reading”, an active attempt at constructing a rhetorical context for the text as a way of making sense of it.
•
• Although a thinking aloud protocol can show us a great deal, we must keep in mind that it reveals only part of what goes on as a reader is building a representation of a text.
• Protocol= a supplementary international agreement.
•
• In short, readers construct meaning by building multifaceted, interwoven representations of knowledge.
• Interwoven=to intermingle or combine as if by weaving
•
• The links between a group of nodes might reflect causality, or subordination, or simple association, or a strong emotional connection
• Subordination= the condition of being subordinated, or made dependent, secondary, or subservient.
•
• Various syntheses of this work have been provided by Branford; Baker and Brown.