{"product_id":"rethinking-reading-in-college-an-across-the-curriculum-approach-9780814141229","title":"Rethinking Reading in College: An Across-The-Curriculum Approach","description":"\u003cp\u003e\u003cb\u003e\u003ci\u003eRethinking Reading in College\u003c\/i\u003e argues for more systematic attention to the role of reading comprehension in college, as a necessary step in addressing the inequities in student achievement that otherwise increase over time.\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eSynthesizing theory from literacy scholars with strategies derived from classroom inquiry projects, and through a critique of the philosophy behind the Common Core State Standards, Arlene Fish Wilner examines the needs of college-bound high school students and interrogates the nature of \"remediation\" in college. Arguing that when supported by rhetorical-reading assignments, students in all first-year writing classes can and should explore complex and enduring texts. \u003c\/p\u003e\u003cp\u003eAddressing both composition and reading across the curriculum, Wilner demonstrates how faculty in all disciplines and at all curricular levels can improve student outcomes by first deliberately inhabiting the persona of novices, rethinking their assumptions about what students know and can do as apprentices in a field.\u003c\/p\u003e\u003cp\u003eShe also illustrates the limitations of the literary vs. nonliterary text binary through a study of the demands posed by \u003ci\u003eTo Kill a Mockingbird\u003c\/i\u003e, a novel commonly taught in both high school and college. An outline for a two-semester first-year general education course and examples of writing-to-read assignments from a range of disciplines are adaptable across subject areas and institutions.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e\u003ci\u003eWilner, Arlene Fish:\u003c\/i\u003e\u003c\/b\u003e - \u003cb\u003eArlene Fish Wilner\u003c\/b\u003e, professor of English at Rider University in Lawrenceville, New Jersey, holds a PhD in English literature from Columbia University and was trained in the study of higher education pedagogy as a Fellow of the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL). Inspired by the CASTL experience, she designed and directed BRIDGE (2001-15), a collaborative campuswide faculty development program that facilitated classroom-inquiry projects and supported participants in publishing their research. Her studies in literary theory and interpretation, composition pedagogy, and faculty development have appeared in venues such as Eighteenth-Century Fiction, Children's Literature, Modern Language Studies, the \u003ci\u003eJournal of Narrative Theory\u003c\/i\u003e, the CEA Critic, College Literature, Reader, Composition Forum, Pedagogy, \u003ci\u003eLearning Communities Journal\u003c\/i\u003e, Criticism, and New Directions in Teaching and Learning. Throughout her career, Wilner has been an advocate for more purposeful attention in higher education to the interdependence of reading and writing, with a focus on assignment design.","brand":"National Council of Teachers of English (Ncte","offers":[{"title":"Default Title","offer_id":51384434917650,"sku":"9780814141229","price":37.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_9391840a-c524-4bcd-9904-a22755ef8848.jpg?v=1750173740","url":"https:\/\/surprise-castle.myshopify.com\/products\/rethinking-reading-in-college-an-across-the-curriculum-approach-9780814141229","provider":"Surprise Castle","version":"1.0","type":"link"}