Reading rhetorically: Strategies for academic success
Dr Irena Kuzborska, Department of Education, University of York
Tuesday 27 June 2017
2-4pm, Treehouse, Berrick Saul Building, University of York
Rhetorical reading, broadly defined as a reader’s ability to account for an author’s purpose, context, intended audience and the way in which language is used to persuade and influence audience, has been shown to have positive effects on reading comprehension. Reading texts rhetorically can help assimilate more text ideas and promote better information retention. Recent evidence from the reading research has also demonstrated that rhetorical reading can improve students’ academic writing. Students who read texts to learn not only content but also rhetorical choices that writers make in producing texts seem to construct more elaborate and persuasive texts themselves.
In this talk, I will first introduce a rhetorical reading model as a useful analytical tool to reexamine reading strategies and outline the connections between reading rhetorically and writing for academic purposes. I will then present a short overview of the recent research on rhetorical reading and its role in students’ academic reading and writing, while also showing examples of think-aloud protocols from students and reading experts. Finally, I will demonstrate specific techniques of reading rhetorically to help students work with texts more effectively. Thus, by participating in this presentation, you will expand your repertoire of reading strategies and will be able to empower your own students.Contact Us