This essay explores three practices commonly discussed in relation to each other: slow writing, slow reading and slow philosophy. These have close connections, and all of these are joined by practices of philosophical teaching and dialogue, which can also be carried out in a 'slow' manner. 'Slow' here means careful, deliberate and…

In this article, the authors, two teacher educators and three high school teachers, examine the impact of a professional development seminar held in spring 2017. In that seminar, participants read and composed brief autobiographical sketches in a variety of media and learned a new lexicon for multimodal close reading, composition, and design.…

Second language reading and writing scholarship has primarily focused on conventional papermediated academic texts (Hirvela, 2016; Plakans, 2009b). As innovative technologies have emerged, students must be proficient in new literacies that take place on the Internet and other information communication technologies (RAND Reading Study Group, 2002).…

Social media has quickly become an integral part of day-to-day interaction for many university students. This exploratory study investigated the use of the social media site Instagram for written discussions in three introductory French classes (n= 83). Specifically, student perception on the role of image as a mediational tool (Vygotsky, 1978) to…

English writing is regarded as the most difficult task by Chinese EFL learners. Due to the existing problems in present college English writing instruction, teachers fail to provide effective guidance in students' writing process and students report a low level of motivation and confidence in writing tasks. Through purposeful reading discussions…

The case study reported here explores the processes involved in producing a written synthesis of three history texts and their possible relation to the characteristics of the texts produced and the degree of comprehension achieved following the task. The processes carried out by 10 final-year compulsory education students (15 and 16 years old) to…

This theory-into-practice paper integrates Tomasello's concept of Joint Attentional Frames and well-known ideas related to the work of Russian psychologist, Lev Vygotsky, with more recent ideas from social semiotics. Classroom procedures for incorporating student-created Joint Attentional Frames into literacy lessons are explained by links to…

Using a text written by women with disability, this paper introduces writing and invites readers to allow themselves to be shaken, rather than to fit this writing into preconceived ideas. A distinction between thinking and method is made, where the former involves the personal while the latter requires adherence to procedure. Reading and writing…

This article describes the nature of eye-tracking technology and its use in the study of discourse processes, particularly reading. It then suggests several areas of research in composition studies, especially at the intersection of writing, reading, and digital media, that can benefit from the use of this technology. (Contains 2 figures.)

Recent considerations of threshold concepts in the rhetoric and writing studies discipline fail to consider the role that reading plays in the learning of student writers. This article reports results from a three-part, two-year, empirical study of seventy-five learners enrolled across four sections of a writing-intensive course. The course…

Explores the similar and different ways that reading and writing influence consciousness. Summarizes the relationship between reading and writing as meditation--a way of modifying inner speech or composing in the mind. (HTH)

Describes common assumptions that current views of reading and writing share and outlines features of one reading/writing connection. Claims that two selves reside within any reader, a self-image and a kind of "best self," which sets challenges, sees connections, and makes subjective judgments during the composition process. (JD)

Presents a discourse-based interview with John McPhee focusing attention on particular choices McPhee makes. Notes that probes (statements about McPhee texts by other readers) led to a more general discussion of the writer-reader relationship. Discusses how these two methods together afford an illuminating glimpse of McPhee at work. (MG)

Psycholinguistics, with its emphasis on language processes rather than products, is particularly compelling when applied to the search for underlying connections between reading and writing. One such connection is best stated in the following propositions about writing and learning to write: (1) at no time are the acts of reading and writing as…

Suggests the need to integrate drama into any future unified theory of the writing and reading process as symbolic action. Argues for the use of drama as an analogy for re-thinking pedagogy, because drama provides a mode of thinking that emphasizes the interplay of agent and structure. (RS)