Teaching Resources

The resources below are fashioned after the teaching reading chapters in College Teachers Teaching Reading: Practical Strategies for Supporting Postsecondary Readers (forthcoming, NCTE). These chapters are short (no longer than 8 pages) and are structured as follows:

• Introduction: Briefly describe the background or context for teaching a practical strategy for teaching reading. You should include in this section current references to secondary sources that support the teaching practice in the chapter. You can frame this part of the chapter as a narrative. 

• Teaching Strategy: Identify one or more learning goals for using the strategy. Describe a single teaching strategy and explain how to use it. Provide enough detail to help readers adapt the practice in their own courses. You should write this section to teachers, not students. 

• Why It Works: Explain why the teaching strategy is effective. (How do you know that it helps students develop as college readers? What evidence do you have that it works?)

• Works Cited: Please use MLA for your documentation style, both in the chapter and for the Works Cited. 

Please use the same headings that we have identified above; use bold for each heading. You don’t need to label the introduction. You can also use subheadings; if you do, please italicize the subheadings under the bolded headings. 

For sample chapters, see Joanne Baird Giordano's and  Cheryl Hogue Smith's chapters below.