J. M. C. Dow
Inspired by J. C. Bean’s Engaging Ideas Ch. 8.
“Using Writing to Read Difficult Texts” Module:
Process: What to Do...
1) introduce the concept of using writing to read (WTR) difficult texts
2) handout and show the difficult text (e.g., in philosophy, David Hume “On Morals”)
3) propose and diagnose problems that students might face: express empathy and
concern
4) read through the text with students modeling different WTR principles
5) close with inspiring and hopeful song about improving reading through writing
Introduction: What to Say Upfront...
Something like: “Many of you (the students) find it difficult to read for varying reasons.
Reading in all the different disciplines provides a multitude of challenges. College
textbooks are large and complex and provide a lot of information, but sometimes without
the correct emphasis or guidance about what’s important. Some courses require reading
primary sources written by authors whose language and culture differ radically from
yours. And, other courses require reading secondary sources or contemporary literature
that is filled with overly academic discourse that can be difficult to fathom. What should
you do? Most students think that using a highlighter is the extent of good reading, but
without a strategy for reading, highlighting a text will be merely changing the color of the
page. The following discussion and handout will hopefully enable you to diagnose the
issues you might be having with reading and begin to approach solving them...”
Timing: how much time you allot to each section of the module
1)
2)
3)
4)
5)
2 minutes
3 minutes
5 minutes
10 minutes
1 minute
Handouts: What to give out, and When...
in section 2) handout excerpt of difficult text
[depends on discipline-specific context of module...]
in section 3) list of difficulties that students report facing
here is the kinds of things you might say in the discussion with students:
1) Understanding the Reading Process: Students often assume that reading something
once and at one speed, one level of concentration, and in one sitting is sufficient, but the
best readers read texts several times.
2) Understanding Different Reading Strategies: Students often assume that there is only
one level of engagement with a text, not noticing that there are different purposes for
reading.
3) Perceiving Structure: Students sometimes do not notice that there are different
purposes or functions of different parts of texts, e.g., conclusions, premises, rhetoric,
examples, introductions, etc.
4) Assimilating the Unfamiliar: Students often rather than trying to understand what a
writer is thinking, will translate the words into ideas and concepts they are familiar with.
For example, a materialist about the mind is sometimes thought to be someone who
thinks a lot about money.
5) Appreciating Rhetorical Context: Students sometimes do not notice the political,
cultural, or literary context in which a text exists.
6) Noticing that Writing is (Mostly) Dialogical: Students sometimes do not recognize
that writing encourages dialogue between reader and author, and rather see reading as
extracting information.
7) Cultural Literacy: Writers sometimes do not write with different cultures in mind, so
that when students from Brooklyn, NY read a text by a 4th century Athenian, they do not
have access to background information, assumptions and references.
8) Inadequate Vocabulary: Students sometimes do not have the vocabularies required to
read the text in question. Philosophy texts often contain jargon and academic-level
words, which can be difficult to read without a dictionary.
9) Complex Syntax: Students have difficulty reading difficult syntax, especially in
primary sources.
10) Differences between Disciplines: Students have difficulty adjusting between diverse
disciplines, for example between philosophical writing from the 17th century and
contemporary science reports.
in section 4) list of ways to improve reading through WTR
Issues:
Hypothesized:
 Striking a balance between diagnosis and solutions.
 Focusing on the text enough to allow students to see process, but not too much so
it becomes pedantic, since they know the fellow/professor can read.
Variations for Different Disciplines:
Vary the text for different disciplines.
Also, vary the types of problems students will face in different disciplines. For example,
reading academic essay writing presents different reading apprehension problems than
does reading novels or poetry.
Difficulties: What Didn’t (or Mightn’t) Work...
Hypothesized:
Students will find the text too easy.
Students will not know how to communicate the difficulties they have with reading, so
the module presenter will seem to be picking on their liabilities and shortcomings as
readers.
J. M. C. Dow
Handout for “Using Writing to Read Difficult Texts”
The Difficult Text
“...Virtue is distinguished by the pleasure, and vice by the pain, that any action, sentiment
or character gives us by the mere view and contemplation. This decision is very
commodious; because it reduces us to this simple question, Why any action or sentiment
upon the general view or survey, gives a certain satisfaction or uneasiness, in order to
shew the origin of its moral rectitude or depravity, without looking for any
incomprehensible relations and qualities, which never did exist in nature, nor even in our
imagination, by any clear and distinct conception?” (David Hume A Treatise of Human
Nature III.1.ii).
List of Difficulties that Students Report Facing with Reading
1) Understanding the Reading Process: vary your reading speeds, levels of
concentration, times and lengths of reading, and most importantly number of times
reading a text.
2) Understanding Different Reading Strategies: There are different purposes for
reading, for example, to get the gist, to abstract the argument, to analyze meanings.
3) Perceiving Structure: There are different functions of different parts of texts, e.g.,
conclusions, premises, rhetoric, examples, introductions, etc.
4) Assimilating the Unfamiliar: Never assume that writers are not necessarily using
words, concepts, or ideas that are familiar to you.
5) Appreciating Rhetorical Context: Every text has a political, cultural, or literary
context in which it was written.
6) Noticing that Writing is (Mostly) Dialogical: Writing is (mostly) about encouraging
dialogue between reader and author rather than for extracting information.
7) Cultural Literacy: Writers come from all variety of different cultures and do not
always assume access to background information, assumptions and references.
8) Inadequate Vocabulary: The vocabulary words required differ with different texts.
No text should be read without a dictionary closeby.
9) Complex Syntax: Often texts present difficult syntax, especially in primary sources.
10) Differences between Disciplines: There are various formal and stylistic differences
between disciplines.
Ways to Improve Reading: Writing To Read
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Ask your instructor to provide information about the author, the audience, the
occasion, the influences, and the author’s purpose.
Write in a notebook next to you: Don’t merely copy what the text says,
respond in your own words.
Do not use a highlighter, instead, when you want to highlight, WRITE in the
margins why you think that passage is important.
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Draw diagrams, flowcharts, maps, or outlines of the text.
Play the game of believing and doubting: read a text and try to agree with
everything the author says; then, the second time, read the same text and try
to disagree with everything.
Read with a Dictionary close by, or if you do not have a dictionary, write
‘dict.’ in the margins, and look the word up later.
Translate difficult texts into your own words.
Read something with different amounts of engagement: first, skim, then read
again with more concentration for detail.