Article Sidebar
Submitted
February 12, 2019
Published
January 30, 2019
Download
Statistic
Read Counter :
739
Download : 457
Downloads
Download data is not yet available.
Main Article Content
Abstract
This article is based on the plenary talk given at the inaugural UHAMKA International Conference on English Language Teaching (ELT) and Computer Assisted Language Learning (CALL) (UICELL 2018) in Jakarta, Indonesia, 23 November 2018, and focuses on the explanation of reading as a communicative rhetorical act. Outlining the key features of such reading, it then considers the benefits of reading texts rhetorically. A specific focus is given to the role of rhetorical reading in writing. While the article acknowledges the limited research on the relationship, it provides some evidence that reading texts rhetorical can lead to both more effective reading and more effective writing. A specific technique on how to teach students to read texts rhetorically is also presented in this article.
Article Details
How to Cite
Kuzborska, I. (2019). Rhetorical Reading for Writing Strategies. Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning, 4(1), 1–7. https://doi.org/10.22236/JER_Vol4Issue1pp1-7
References
-
Bean, J., Chappell, V.A., Gillam, A.M. (2014). Reading rhetorically (4th ed). Boston: Pearson.
Feldman, A. (1996). Writing and learning in the disciplines. New York: Harper.
Flower, L., Stein, V., Ackerman, J., Kantz, M. J., McCormick, K., & Peck, W. C. (1990). Reading-to-write. Exploring a cognitive and social process. Oxford: Oxford University Press.
Greene, S. (1992). Mining texts in reading-to-write. Journal of Advanced Composition, 12(1), 151-170.
Haas, C., & Flower, L. (1988). Rhetorical reading strategies and the construction of meaning. College Composition and Communication, 39, 167–183.
Kuzborska, I. (2015). Perspective taking in second language academic reading: A longitudinal study of international students' reading experiences. Journal of English for Academic Purposes, 20, 149-161.
Kuzborska, I., & Soden, B. (2018). The construction of opposition relations in high-, middle-, and low-rated postgraduate ESL Chinese students' essays. Journal of English for Academic Purposes, 34, 68-85.
Leki, I. (1993). Reciprocal themes in ESL reading and writing. In J.G. Carson & I. Leki (Eds.), Reading in the composition classroom: Second language perspectives (pp. 9-32). Boston: Heinle & Heinle.
Nesi, Sh., & Gardner, H. (2012). Genres across the disciplines: Student writing in higher education. Cambridge: Cambridge University Press.
Plakans, L.M. (2009). The role of reading strategies in integrated L2 writing tasks. Journal of English for Academic Purposes, 8(4), 252-266.
Plakans, L.M. (2010). Independent vs. Integrated Writing Tasks: A comparison of task representation. TESOL Quarterly, 44 (1), 185-194.
Plakans, L. M., & Gebril, A. (2012). A close investigation into source use in L2 integrated writing tasks. Assessing Writing, 17(1), 18-34.
Wineburg, S. S. (1991). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28, 495-519.
Zhao, R., & Hirvela, A. (2015). Undergraduate ESL students' engagement in academic reading and writing in learning to write a synthesis paper. Reading in a Foreign Language, 27(2), 219-241.
References
Bean, J., Chappell, V.A., Gillam, A.M. (2014). Reading rhetorically (4th ed). Boston: Pearson.
Feldman, A. (1996). Writing and learning in the disciplines. New York: Harper.
Flower, L., Stein, V., Ackerman, J., Kantz, M. J., McCormick, K., & Peck, W. C. (1990). Reading-to-write. Exploring a cognitive and social process. Oxford: Oxford University Press.
Greene, S. (1992). Mining texts in reading-to-write. Journal of Advanced Composition, 12(1), 151-170.
Haas, C., & Flower, L. (1988). Rhetorical reading strategies and the construction of meaning. College Composition and Communication, 39, 167–183.
Kuzborska, I. (2015). Perspective taking in second language academic reading: A longitudinal study of international students' reading experiences. Journal of English for Academic Purposes, 20, 149-161.
Kuzborska, I., & Soden, B. (2018). The construction of opposition relations in high-, middle-, and low-rated postgraduate ESL Chinese students' essays. Journal of English for Academic Purposes, 34, 68-85.
Leki, I. (1993). Reciprocal themes in ESL reading and writing. In J.G. Carson & I. Leki (Eds.), Reading in the composition classroom: Second language perspectives (pp. 9-32). Boston: Heinle & Heinle.
Nesi, Sh., & Gardner, H. (2012). Genres across the disciplines: Student writing in higher education. Cambridge: Cambridge University Press.
Plakans, L.M. (2009). The role of reading strategies in integrated L2 writing tasks. Journal of English for Academic Purposes, 8(4), 252-266.
Plakans, L.M. (2010). Independent vs. Integrated Writing Tasks: A comparison of task representation. TESOL Quarterly, 44 (1), 185-194.
Plakans, L. M., & Gebril, A. (2012). A close investigation into source use in L2 integrated writing tasks. Assessing Writing, 17(1), 18-34.
Wineburg, S. S. (1991). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28, 495-519.
Zhao, R., & Hirvela, A. (2015). Undergraduate ESL students' engagement in academic reading and writing in learning to write a synthesis paper. Reading in a Foreign Language, 27(2), 219-241.
Feldman, A. (1996). Writing and learning in the disciplines. New York: Harper.
Flower, L., Stein, V., Ackerman, J., Kantz, M. J., McCormick, K., & Peck, W. C. (1990). Reading-to-write. Exploring a cognitive and social process. Oxford: Oxford University Press.
Greene, S. (1992). Mining texts in reading-to-write. Journal of Advanced Composition, 12(1), 151-170.
Haas, C., & Flower, L. (1988). Rhetorical reading strategies and the construction of meaning. College Composition and Communication, 39, 167–183.
Kuzborska, I. (2015). Perspective taking in second language academic reading: A longitudinal study of international students' reading experiences. Journal of English for Academic Purposes, 20, 149-161.
Kuzborska, I., & Soden, B. (2018). The construction of opposition relations in high-, middle-, and low-rated postgraduate ESL Chinese students' essays. Journal of English for Academic Purposes, 34, 68-85.
Leki, I. (1993). Reciprocal themes in ESL reading and writing. In J.G. Carson & I. Leki (Eds.), Reading in the composition classroom: Second language perspectives (pp. 9-32). Boston: Heinle & Heinle.
Nesi, Sh., & Gardner, H. (2012). Genres across the disciplines: Student writing in higher education. Cambridge: Cambridge University Press.
Plakans, L.M. (2009). The role of reading strategies in integrated L2 writing tasks. Journal of English for Academic Purposes, 8(4), 252-266.
Plakans, L.M. (2010). Independent vs. Integrated Writing Tasks: A comparison of task representation. TESOL Quarterly, 44 (1), 185-194.
Plakans, L. M., & Gebril, A. (2012). A close investigation into source use in L2 integrated writing tasks. Assessing Writing, 17(1), 18-34.
Wineburg, S. S. (1991). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28, 495-519.
Zhao, R., & Hirvela, A. (2015). Undergraduate ESL students' engagement in academic reading and writing in learning to write a synthesis paper. Reading in a Foreign Language, 27(2), 219-241.