REFERENCE GUIDES TO RHETORIC & COMPOSITION, Series Editors, Charles Bazerman, Anis Bawarshi, and Mary Jo Reiff RECONNECTING READING AND WRITING explores the ways in which reading can and should have a strong role in the teaching of writing in college. RECONNECTING READING AND WRITING draws on broad perspectives from history and international work to show how and why reading should be reunited with writing in college and high school classrooms. It presents an overview of relevant research on reading and how it can best be used to support and enhance writing instruction. RECONNECTING READING AND WRITING also examines research in such areas as basic writing, second language learning, and information literacy to integrate reading in writing classrooms, as well as the impact of the new Common Core State Standards in K-12 schools and the digital revolution in the teaching of reading and writing together. RECONNECTING READING AND WRITING also offers practical advice on useful textbooks and appropriate classroom practices and, like other titles in the Reference Guides to Rhetoric and Composition series, includes a glossary, extensive bibliography, and index. Introduced by series editors Charles Bazerman, Mary Jo Reiff, and Anis Bawarshi, RECONNECTING READING AND WRITING includes contributions from editors Alice S. Horning and Elizabeth W. Kraemer, Jennifer Coon, Erik D. Drake, Jimmy Fleming, William Grabe, Cynthia R. Haller, Allison L. Harl, David A. Jolliffe, Kathleen Skomski, and Cui Zhang. ALICE S. HORNING is a professor in the Department of Writing and Rhetoric at Oakland University. Her research focuses on the nature of reading and writing and recent changes to literacy resulting from technological developments. Reconnecting Reading and Writing is her second in the Reference Guides series, following REVISION (2006). ELIZABETH W. KRAEMER is Associate Professor and Coordinator of Instruction in Kresge Library at Oakland University. Her articles have appeared in The Journal of Academic Librarianship, College & Research Libraries, The Reference Librarian, College & Undergraduate Libraries, Information Technology and Libraries, and College & Research Libraries News.

Like its predecessors in Charles Bazerman's series on Reference Guides to Rhetoric and Composition, REVISION: HISTORY, THEORY AND PRACTICE explores the wide range of scholarship on revision while bringing new light to bear on enduring questions. Starting with its overview of conventional definitons and misconceptions about revision, whether surface or deep, REVISION then offers both theoretical and practical strategies designed to facilitate post-secondary writing instruction. The twelve contributors examine recent cognitive writing models and the roles of long- and short-term memory in the writing process, demonstrating theoretically why revision is difficult for novices. REVISION pays close attention to the meaning and function of revision for various writers, from basic to professional, creative, and second language writers. REVISION concludes with a detailed presentation of practical pedagogical strategies for teaching revision, with emphasis on revision in textbooks, technology-rich contexts, and peer review. Authors include Anne Becker, Cathleen Breidenbach, David Stephen Calonne, Douglas Eyman, Catherine Haar, Alice Horning, Kasia Kietlinska, Robert Lamphear, Cathy McQueen, Colleen Reilly, Jeanie Robertson, and Carol Trupiano. ANNE BECKER is a special instructor and the coordinator for journalism and communication internships at Oakland University. ALICE HORNING directs the Rhetoric Program at Oakland University and is a professor of Rhetoric and Linguistics. She has published several books on the nature of texts and human literacy, including, most recently, REVISION REVISITED (Hampton, 2002). With Debra Dew, she is the co-editor of UNTENURED FACULTY AS WRITING PROGRAM ADMINISTRATORS: INSTITUTIONAL PRACTICES AND POLITICS (Parlor Press, 2006).

This collection of reports and studies focuses on the long-term growth of literacy skills. The contributors explore the ways that formal education supports the growth of literacy and also show that literacy can be encouraged outside of formal educational settings.

This collection of reports and studies focuses on the long-term growth of literacy skills. The contributors explore the ways that formal education supports the growth of literacy and also show that literacy can be encouraged outside of formal educational settings.

Literacy Heroines is about twelve amazing women who lived and worked in the period 1880-1930 who used their literacy abilities to address major issues in the country in those years, including some we still face today: racism, sexism, voting rights, educational and economic inequality, health disparities and others. They used their exemplary literacy skills to teach, to bring issues to light, to right wrongs, to publish books, articles, pamphlets and other materials to reach their goals. They benefited from focused help in the form of sponsorship from others and provided sponsorship in many forms to others to foster literacy in people young and old. They stand as Literacy Heroines, working in a variety of roles, using their literacy abilities in heroic efforts to serve as respected exemplars and sponsors of literacy for others. They used their grit and willingness to stand up for their principles, took small steps, worked collaboratively, hospitably inviting people to literacy. Ultimately, it should be clear that in one way or another, the Heroines were addressing the many forms of inequality in American society; their lives and work show that literacy is thus a key tool in the struggle for social justice, then and now. Suitable for courses in the history of literacy or writing studies, history of feminism, history of education and related areas.

This collection offers support for instructors who are concerned about students' critical literacy abilities. Attending to critical reading to help students navigate fake news, as well as other forms of disinformation and misinformation, is the job of instructors across all disciplines, but is especially important for college English instructors because students' reading problems play out in many and varied ways in students' writing. The volume includes chapters that analyze the current information landscape by examining assorted approaches to the wide-ranging types of materials available on and offline and offers strategies for teaching critical reading and writing in first-year composition and beyond. The chapters herein bring fresh perspectives on a range of issues, including ways to teach critical digital reading, ecological models that help students understand fake news, and the ethical questions that inform teaching in such a climate. With each chapter offering practical, research-based advice this collection underscores not just the importance of attending to reading, particularly in the era of fake news, but precisely how to do so.

This collection offers support for instructors who are concerned about students' critical literacy abilities. Attending to critical reading to help students navigate fake news, as well as other forms of disinformation and misinformation, is the job of instructors across all disciplines, but is especially important for college English instructors because students' reading problems play out in many and varied ways in students' writing. The volume includes chapters that analyze the current information landscape by examining assorted approaches to the wide-ranging types of materials available on and offline and offers strategies for teaching critical reading and writing in first-year composition and beyond. The chapters herein bring fresh perspectives on a range of issues, including ways to teach critical digital reading, ecological models that help students understand fake news, and the ethical questions that inform teaching in such a climate. With each chapter offering practical, research-based advice this collection underscores not just the importance of attending to reading, particularly in the era of fake news, but precisely how to do so.

This book reviews research in linguistics, psychology, reading and writing, and brings this work to bear on the problem of readable writing. The research supports the theory that two factors in text are crucial to its readable quality: psycholinguistic redundancy and cohesion. The book also reports the results of three empirical studies and a case study that further illustrates this theory. The findings have important theoretical and practical implications because they shed light on the nature of reading and writing processes from both linguistic and psychological perspectives, and suggest practical approaches to the production and comprehension of readable writing. The book also draws on research in second language acquisition and is pertinent to readable writing in both first and second languages.

As individual institutions of education at all levels respond to the call for greater accountability and assessment, those who teach literacy face the challenging task of choosing what to measure and how to measure it. Both defining literacy clearly and tying that definition to strategies for assessment are two of many challenges faced by educators, theorists, and members of the public who assume responsibility for assessing literacy as well as developing and improving literacy programs. In a pluralistic and democratic society sensitive to multicultural variation, we need to find our way between the competing needs for inclusiveness and for clear and useful standards. Multiple definitions of literacy raise the issue of whether there can be a standard or set of standards and if so, what they are in an environment of multiple literacies. Indeed, the downside of the defeat of older monolithic notions of literacy is the undermining or at least the questioning of well-established methods of literacy assessment. To some extent, the older methods of assessment have been revised in the light of more expansive definitions of literacy. But will this kind of revision be enough? How are the criteria for judgment to be known and applied? Thus, this volume addresses the problems of assessing literacy development in the context of multiple and inclusive definitions. Each section consists of chapters that deal with the issue of definitions per se, with standards in postsecondary settings, with the K-12 situation, and with alternative, non-school environments where literacy is critical to human functioning in a democratic society.

This book argues that the psycholinguistic nature of literacy is universal and seeks to recouperate late nineteenth and early twentieth century techniques for addressing it. After defining the key terms of this study, the book goes onto survey various types of literacy education in the United States. First, it examples various religious organization and their methods for supporting literacy, focusing on the main religious groups in the United States in the Modern period: Christianity, Judaism and Islam. The book then discusses contributions made by NGOs, demonstrating the importance and limitations of reading groups, literary societies, settlement houses, unions, and corporations. Finally, the book examines government managed educational programs in K-12 schools as well as colleges and universities.Ultimately, this book argues, the psycholinguistic character of reading remains consistent over time, place and delivery syste. While sponsors play a key role, self-motivation is a driving force in literacy development. Although literacy education is in an on-going state of transition, the need for critical literacy continues to be an urgent, widespread and essential goal.

Classrooms filled with glassy-eyed students provide an experiential base for Alice S. Horning's new com-prehensive theory about basic writers. Horning explores the theory of writing acquisi-tion in detail. Her examination of spoken and writ-ten language and redundancy give a theoretical base to her argument that academic discourse is a sepa-rate linguistic system characterized by particular psycholinguistic features. She proposes that basic writ-ers learn to write as other learners master a second language because for them, academic written Eng-lish is a whole new language. She explores the many connections to be found in second language acquisition research to the teaching and learning of writing and gives special attention to the interlanguage hypothesis, pidginization theory, and the Monitor theory. She also addresses the role of affective factors (feelings, attitudes, emotions, and motivation) in the success or failure of writing students.