Due: October 30
Time on task: 3 hours, including reading time.
Read two chunks from Christina Haas’ “Learning to Read Biology.” Read pages 43-51 (up to “Setting) & 73-9. (For now, we’ll skip the 20 pages of Setting, Narrative, and discussion of the data.)
There are five tasks but only four actual questions. The four questions ALL work to help you develop understanding of the reading. You might even read them and work on them as you read Haas’ article.
- Use the headings and subheadings to “outline” the sections/structure of the ENTIRE article, even though your first reading focuses only on the beginning and end.
- Haas opens the article with the following statement: “At the college level, to become literate is in many ways to learn the patterns of knowing about, and behaving toward, texts within a disciplinary field” (43). Explain what she means. In you response, be sure to quote at least one time from the first section of her article (before “Learning About Literate Activity in the Sciences”).
- What is the “‘myth’ of autonomous texts” that Haas discusses (45)? How does Haas’ study of Eliza help us understand what might happen to college students’ understanding of texts as they progress in a major? Use at least one passage from the text to support your response to this second question.
- In “Rhetorical Reading,” Haas uses the term “rhetorical frame” (47-8). What is a rhetorical frame, at least in terms of rhetorical reading? Illustrate (support) your answer with both a quote and explanation.
- In her “General Discussion,” Haas offers four factors that she believes contribute to Eliza’s development as a rhetorical reader (and writer): Increased domain knowledge; Instructional support; “Natural” development; and Mentoring in a sociocultural setting. Choose any one of these factors and explain why it might contribute to what Haas finds in her study of Eliza.