About This Course

What does it mean to be a “student ready” first year composition course that is both equitable and inclusive?  How do we teach reading and writing in an integrated way?

This course is designed to support faculty and other stakeholders (department chairs, deans, tutoring coordinators, etc.) who are redesigning and/or teaching college writing courses and want to deepen their understanding and use of the Reading Apprenticeship framework, particularly the role that metacognitive conversations can play in integrated reading and writing courses.

In the course, we will use the Reading Apprenticeship framework and routines to consider threshold concepts in the field of writing studies.  We will also explore high impact models from various contexts, and begin to form a supportive “improvement community” to better be able to serve our shared students. 

Please Note:  This is a conceptually oriented course, not a “how to” course.  We will engage in metacognitive conversations grounded in TEXT SETS to build knowledge about Reading Apprenticeship, the field of composition studies, and research about integrated reading and writing.  In this way, the course assignments will model Reading Apprenticeship practices, but invite emergent decision-making about how to apply the learning in diverse contexts.

Your Textbooks

Reading for Understanding:  How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms.  Cynthia L. Greenleaf, Ruth Schoenbach, Linda Friedrich, Lynn Murphy, and Nika Hogan, Jossey-Bass, 2023.  ISBN: 1119816548

AND 

Naming What We Know:  Threshold Concepts of Writing Studies.  Linda Adler-Kassner and Elizabeth Wardle, Utah State University Press, 2016. ISBN:  9781607325772