# data[].attributes.body
Carillo recommends not differentiating reading and writing instruction for college. In her view, separate instruction on reading and writing damages student literacy development. Referring to studies, she clarifies reading and writing must both jointly be instructed, and in particular college, because instruction combined enables student learning.

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Edwards and Paz reject the fallacy that writing is a native talent of “genius” writers. This fallacy, according to them, produces unsubidable demands and frustration among students. Edwards and Paz advocate instead a processes-based and broad-based view of writing—one which values revision, collaboration, and experience-based writing.

# data[].attributes.body
Miller and Schulz contend that college freshmen require a broad-based literacy set--not reading/writing as practiced in classroom contexts--but digital, institutional, and personal as well and therefore a four-part pedagogical system for instructing “university literacy” as a remedy. It would better prepare and retain first-year college students by seeing them through college with confidence.

# data[].attributes.body
Bunn pointed out that in the reading process, students should pay attention to the author's structural arrangement, language selection and expression strategy like writers, rather than just obtaining information or understanding the content. By analyzing the author's writing skills and imitating the effective expressions in the text, students can gradually master more skilled writing methods.

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Writing skill is connected with writers’ identity and educational background. Students’ growth experience, cultural background, and native language all influence their writing skills. Thus, teaching how to write should respect and accept diversity.

Students should be taught how to write different types of writing in detail. Different majors have different writing requirements, and instructors should teach students how to understand the requirements and writing rules.

Multiple literacies help students deal with the communication needs in the real world.

Society now has multiple ways to convey information, so students need to learn how to deal with different audiences instead of only studying traditional writing.

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Reading and writing are closely connected, so students should be taught together.

College writing should cover both reading and writing which means students need to practice these two skills together to make sure they can analyze academic reading in the future.

Practicing reading and writing together is good for students to deal with different writing genres which helps students apply what they learned from reading to their writing.

Based on the issue that most students cannot do a summary well, the teaching method of college writing is not the correct way. This problem needs to be paid attention to to solve it.

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People usually mythologize writing and consider that only geniuses can write.

Writing is a complex event, which means that good writing is based on collaboration. Students should exchange ideas with each other and revise their writing based on the feedback.

Since we are now in a digital environment, the writing style should be improved too. The new writing system should be remixed and collaborative.

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Reading is a craft-building tool, not just for content consumption

Writers must slow down and pay close attention to small details

Effective writing is a series of intentional choices

Borrowing from other writers is a legitimate way to develop style

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Students often struggle because they are not part of the literacy conversation. And a student-centered approach improves engagement and understanding.

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Reading and writing are inherently connected practices that should be taught together, but college education often separates them, privileging writing over reading.

Students struggle with writing partly because they lack strong reading comprehension skills, which are essential for analyzing, interpreting, and responding to complex texts.

Active reading is a creative, interpretive process just like writing; readers construct meaning by interacting with texts based on their own experiences and perspectives.

To prepare students for effective communication and citizenship, educators must explicitly teach reading strategies alongside writing, especially in higher education where texts are more complex and varied.

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The Myth of the Lone Genius Author is Harmful and Untrue

Writing is a Social and Collaborative Process

The Idea of the Author as Original Creator is a Historical Construct

Imitation and Remix Have Long Been Central to Writing

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Literacy has historically been about control, not creativity.

Reading has been culturally linked to comfort, while writing is linked to pain.

Writing was often done in moments of hardship or solitude.

# data[].attributes.body
Carillo argues that academic literacy should not be treated as a generic, one-size-fits-all skill. Instead, writer highlights that students develop different writing strategies through experience and reflection. The writer stresses the importance of valuing diverse literacy practices and warns against rigid, standardized models of teaching writing. Carillo believes schools should create space for students to explore and grow as writers, rather than forcing them into limited academic molds.

# data[].attributes.body
Edward and Paz challenge the English-only approach to literacy education. They argue that multilingual students bring valuable linguistic knowledge to the classroom and that teachers should adopt translanguaging. This practice enables students to utilise all their language resources while reading and writing. This approach not only supports learning but also affirms students' identities and experiences. Their key claim is that literacy instruction must shift to be more inclusive, flexible, and culturally responsive.

# data[].attributes.body
Brockman et al. argue that college professors across disciplines value writing tailored to their field’s conventions, but many students struggle because they lack rhetorical awareness, genre knowledge, and the ability to transfer writing skills between academic contexts.

# data[].attributes.body
This video argues that China's rise as a global tech power was tied to its ability to adapt its complex writing system to modern Western technologies like the QWERTY keyboard. The story shows that literacy is not static—it evolves with technological and cultural changes. A major claim is that mastering literacy in the digital age means finding innovative ways to merge traditional language systems with modern tools, which can shape access to global power and communication.

# data[].attributes.body
Writing is increasingly multimodal and digital, shaped by online communication, social media, and new technologies.

Writing instruction must evolve to reflect real-world contexts and include digital literacies, not just academic essay writing.

Writing is both identity-forming and participatory—writers actively create meaning and community.

Schools need to value diverse writing forms (emails, blogs, multimedia) that students already use outside the classroom.

# data[].attributes.body
Many undergraduates avoid academic reading because they don’t see it as useful or essential to their success.

To promote engagement, reading needs to be explicitly taught, modeled, and tied to meaningful assignments.

Student motivation is a key factor in whether or not they engage with reading tasks.

Faculty should create assignments that make reading necessary to performing well, not optional.

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Students know reading is important—but many still avoid it.
Even when students say they value reading, they often don’t do it, especially if it feels disconnected from their goals.

What students believe about reading affects how much effort they put in.
If students think they’re “just bad at reading” and can’t improve, they give up more easily. Believing that reading is a skill that can grow makes a big difference.

Many students wrongly believe that reading quickly means reading well.
This leads to shallow reading or skimming, which hurts their understanding. Good reading actually takes time and thought.

Teachers need to understand students’ attitudes about reading to teach it better.
If instructors understand why students don’t read, they can design better strategies to help them engage and improve.

# data[].attributes.body
Miller and Schulz contend that college freshmen require a broad-based literacy set--not reading/writing as practiced in classroom contexts--but digital, institutional, and personal as well and therefore a four-part pedagogical system for instructing “university literacy” as a remedy. It would better prepare and retain first-year college students by seeing them through college with confidence.

# data[].attributes.body
Carillo recommends not differentiating reading and writing instruction for college. In her view, separate instruction on reading and writing damages student literacy development. Referring to studies, she clarifies reading and writing must both jointly be instructed, and in particular college, because instruction combined enables student learning.

# data[].attributes.body
Edwards and Paz reject the fallacy that writing is a native talent of “genius” writers. This fallacy, according to them, produces unsubidable demands and frustration among students. Edwards and Paz advocate instead a processes-based and broad-based view of writing—one which values revision, collaboration, and experience-based writing.

# data[].attributes.body
Writing in the 21st Century is not only based on alphabetic text, but also on vision, audio, action, and space. These are all attributed to digital technology which means multimodal creation should be the core competence instead of an optional additional content.

Writing is a collaborative activity instead of a solitary skill which means it emphasizes the role of design, peer review, and revision in communities.

Redesigning teacher education is important to provide strategies to teach digital, multimodal and collaborative writing.

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”Reading Is Important,“ but “I Don’t Read”: Undergraduates’ Experiences With Academic Reading

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”Reading Is Important,“ but “I Don’t Read”: Undergraduates’ Experiences With Academic Reading

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Reading and writing are deeply connected with each other which means the writing courses should also teach students correct reading skills and help them write by themselves based on the reading.

Practicing reading and writing together can help students navigate various genres and use the insights from the reading in their writing more easily.

Since many undergraduate students consider it hard to write abstracts, instructors should design assignments about writing abstracts to help students strengthen their ability by doing scaffolded practice.

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1. Privileging of writing over reading in higher education directly makes students’ struggles in their courses, and students’ reading deficiencies are the root cause of writing problems.

2. Reading is also a creative and meaning-making activity, which can help students develop abilities to critically engage with texts, images, and the world itself.

3. Actionable strategies, including rhetorical reading and reading like a writer, are essential for students to understand complex texts, arguments, and multimodal information.

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1. The Long Genius myth is not timeless truth but a modern construct.

2. With Josh Ritter’s anecdote, it can be seen that material symbols of real writing actually create psychological barriers, alienating writers from their writing process.

3. Collaboration and imitation are historically honored practices, not cheating/plagiarism, and remixing is a return to collaborative traditions.

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1. The 21st-century writers should learn through peer-driven collaboration in online spaces, because expertise emerges from collective participation.

2. Curricula should prioritize writing as a tool for public participation and social action over writing-as-testing.

3. All writing modes should develop simultaneously not sequentially. Learners are hybrid composers, so curricula should integrate printing and digital sources from the start.

# data[].attributes.headline
“Reading Is Important,” but “I Don’t Read”: Undergraduates’ Experiences With Academic Reading

# data[].attributes.subject
“Reading Is Important,” but “I Don’t Read”: Undergraduates’ Experiences With Academic Reading

# data[].attributes.body
1. Academic reading is the foundation of disciplinary writing. Students who engage superficially with texts lack exposure to disciplinary discourse, genre conventions, and argument structures, which directly hinders their ability to write scholarly texts.

2. Students value reading/writing theoretically but reject their utility when assignments feel disconnected from grades or class discourse. This leads to minimal engagement, depriving them of models for effective writing. Writing assignments risk irrelevance if not integrated into classroom dialogue or assessment. Educators must demonstrate how reading informs writing.

3. Fixing reading pedagogy can directly improve writing outcomes. For example, integrating academic reading outcomes and instruction across disciplines at all levels; proposing cross-disciplinary collaboration to scaffold reading-to-writing skills.

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University Literacy: A Multi-literacies Model

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University Literacy: A Multi-literacies Model

# data[].attributes.body
1. Universities over-rely on monolithic, text-centric literacy standards that fail to address the diverse communicative demands of academic/professional worlds. It should be a multifaceted practice that involves more than just traditional reading and writing. It includes a variety of literacies, such as digital literacy, information literacy, and media literacy, which are all essential in navigating the modern academic landscape.

2. Literacy instruction cannot be one-size-fits-all. Disciplines have unique epistemic norms, genre conventions, and semiotic practices. It is important to highlight the importance of interdisciplinary approaches in developing literacy in university education, making students engage with texts and knowledge from various disciplines. Therefore, they can adapt their literacy practices to a range of academic genres and communication styles.

3. Literacy education and assessment should be aligned with the multi-literacies framework. Academic institutions should shift literacy teaching, moving beyond traditional methods and incorporating new media and digital tools into the curriculum.

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1. Reading is for better writing, since we can learn writing techniques in it.

2. Trying to write in readers’ perspective

3. Bunn encourages readers to ask purposeful questions during reading.

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A lot of college students tend to skip academic reading because they don’t think it’s important or helpful for their success. To get students more involved, reading should be clearly taught, shown through examples, and connected to assignments that matter. Whether students put effort into reading often depends on how motivated they are. Professors should design tasks where reading is required to do well, instead of making it something students can choose to ignore.

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Brockman et al., professors from various majors expect students to follow writing styles specific to their subject areas. However, many students find this difficult because they often lack an understanding of how writing works in different situations, aren’t familiar with the common formats used in those fields, and struggle to apply writing skills they’ve learned in one class to another.

# data[].attributes.body
Carillo argues that academic literacy should not be treated as a generic, one-size-fits-all skill. Instead, she highlights that students develop different writing strategies through experience and reflection. She stresses the importance of valuing diverse literacy practices and warns against rigid, standardized models of teaching writing. Carillo believes schools should create space for students to explore and grow as writers, rather than forcing them into limited academic molds.

# data[].attributes.body
Edward and Paz challenge the English-only approach to literacy education. They argue that multilingual students bring valuable linguistic knowledge to the classroom and that teachers should adopt translanguaging, a practice that allows students to use all of their language resources while reading and writing. This approach not only supports learning but also affirms students' identities and experiences. Their key claim is that literacy instruction must shift to be more inclusive, flexible, and culturally responsive.

# data[].attributes.body
Brockman et al. argue that college professors across disciplines value writing tailored to their field’s conventions, but many students struggle because they lack rhetorical awareness, genre knowledge, and the ability to transfer writing skills between academic contexts.

# data[].attributes.body
This video argues that China's rise as a global tech power was tied to its ability to adapt its complex writing system to modern Western technologies like the QWERTY keyboard. The story shows that literacy is not static—it evolves with technological and cultural changes. A major claim is that mastering literacy in the digital age means finding innovative ways to merge traditional language systems with modern tools, which can shape access to global power and communication.

# data[].attributes.body
Writing is increasingly multimodal and digital, shaped by online communication, social media, and new technologies.

Writing instruction must evolve to reflect real-world contexts and include digital literacies, not just academic essay writing.

Writing is both identity-forming and participatory,writers actively create meaning and community.

Schools need to value diverse writing forms (emails, blogs, multimedia) that students already use outside the classroom.

# data[].attributes.body
Many undergraduates avoid academic reading because they don’t see it as useful or essential to their success.

To promote engagement, reading needs to be explicitly taught, modeled, and tied to meaningful assignments.

Student motivation is a key factor in whether or not they engage with reading tasks.

Faculty should create assignments that make reading necessary to performing well, not optional.

# data[].attributes.body
1. Reading like a writer involves analyzing authorial choices, not just content.

2. Writing skill depends on practice not talent

3. Techniques are allowed （use in the proper ways）

4. Analyzing good and bad writing helps improve your own work.

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1. Reading and writing are deeply connected practices and should be taught together, especially at the college level

2. The separation of reading and writing in college curricula harms students’ ability to think critically, interpret texts, and communicate effectively.

3. Reading is a creative act, students create meaning by interacting with texts through their own perspectives.

4. Teaching reading strategies (such as rhetorical reading or reading like a writer) enhances students’ writing and overall literacy.

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1. The myth of  the “genius writer” is damaging and unrealistic—it discourages everyday writers from seeing themselves as capable.

2. Writing is a social and collaborative act, not an isolated, inspired one.

3. Imitation, remixing, and influence from others are natural and they are all necessary parts of writing.

4. Education should move away from celebrating solitary originality and instead embrace collaboration and shared authorship.

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1. Writing is now more public, participatory, and digital than ever before.

2. Schools fail to reflect how people write outside of academic settings.

3. Writing instruction lacks the research and curriculum support that reading enjoys.

4. Teachers need to reimagine composition to prepare students as writers in civic and global contexts.

# data[].attributes.headline
“Reading Is Important,” but “I Don’t Read”: Undergraduates’ Experiences With Academic Reading

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“Reading Is Important,” but “I Don’t Read”: Undergraduates’ Experiences With Academic Reading

# data[].attributes.body
1. Students often say reading is important but do not complete assigned academic readings.

2. Many students view reading as necessary for grades, not for learning.

3. A lack of explicit reading instruction in college contributes to poor reading habits.

4. Faculty and institutions need to rethink how they frame and support academic reading.

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Reading like a writer means looking closely at how the author writes, not just what they say.

Paying attention to small things like word choice and sentence style helps you learn to write better.

Good writers read by thinking about how a text was made, so they can try those ideas themselves.

Practicing this way of reading helps you become a better writer.

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When aiming to read like a writer you should do a multitude of things.One being analyze the authors choice of words and also the tone they propose it in. Pay attention and notice the way that the writing is structured, what they make you see first then what they write to follow. Lastly try and see your own writing in theirs as you are reading.

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• A lot of first-year college students struggle with academic reading and writing because it’s different from what they were used to in high school.
• College writing isn’t just about grammar or structure; it’s also about learning how to think and write like someone in a specific academic field.
• Students do better when teachers teach the reading and writing skills they expect instead of assuming students already know them.
• University literacy isn’t just one thing—it changes depending on the class, the subject, and the type of assignment.

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Reading and writing are usually taught separately, but they should be taught together.

When reading and writing are taught apart, students have a harder time getting better at writing.

Reading carefully helps students understand ideas better, which helps them write better.

Teachers need to change how they teach so that reading and writing are connected and students can do better in school.

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Writing isn’t only for “geniuses”; anyone can get better at it if they practice.

Thinking that only certain people can write well makes others feel like they can’t.

Writing is a skill you learn, not something you’re born with.

Teachers should help students see that everyone can be a writer, not just a few special people.

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Students' attitudes about reading, like whether they think they can get better, actually change how much they want to read and improve their skills.

There’s a clear difference between what students say about their reading habits and what teachers or experts expect from them.

It’s not just about being able to read well. Students also have to want to read and make it a priority, which can be a big challenge.

Different majors have different reading demands, so students’ experiences with academic reading aren’t all the same.

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• Writing today includes more than just essays; it covers things like social media and texting.

• Technology has changed how people write and share ideas, so writers need new skills.

• Writing happens in many different places and for different reasons, so being flexible is important.

• Understanding who you’re writing for and what they need is really important for good writing.

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Carillo argues that the common practice of teaching reading and writing as separate skills makes it harder for students to use what they learn in different academic contexts. She says that reading should be taught as an active, rhetorical process, just like writing. Students who are not taught to read critically have a harder time thinking about, evaluating, and engaging with ideas; hence, it is definitely hard for them to write or respond to what they read. Understanding is not a simple or passive skill; it is the basis for the combination of requirements of more advanced thinking, such as making an argument or putting things together. Many times, students do not get the chance to fully engage with texts when reading and writing are taught separately, which leads to shallow writing and a limited understanding of course material. Carillo wants a more connected approach that helps students read and write better and gets them ready for communication in school and in the real world.

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Edwards and Paz say that the common belief that great writing comes from natural talent is wrong because it makes students less likely to try writing and does not accurately describe what writing is really like. They emphasize that writing is not a single act of genius but a process that involves many people working together and making changes based on feedback and shared effort. The authors want a more realistic and inclusive approach to the improvement of writing, that is, focusing on community, peer interaction, and organizing ideas instead of valuing individual talent. This way of looking at things gives students the power to see writing as something they can learn and improve over time. Using this framework makes writing easier for more students.

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He teaches reverse-engineering writing skills through analytical reading. He begins with a personal story to talk about how to read articles. Mike Bunn’s RLW reveals how textual choices generate rhetorical effects. This strategy includes 1. Dissecting techniques 2. Questioning alternatives 3. Stealing strategically.

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Miller and Schulz’s “University Literacy: A Multi-literacies Model” describe a four-part multi-literacies framework applied to design a set of courses for new first-year students to better prepare and therefore retain them. They argue that 21st century college students need not only a “collection of literacies” useful in participating meaningfully in their college experiences but also “meta-level” understandings of how college works (82). Miller and Schulz use theoretical concepts and existing arguments about how students learn to support their argument, calling for a shift in how higher education thinks about the needs of first-year students.

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Carillo argues that schools often treat reading and writing as if they’re unrelated, even though they are deeply connected. She says this separation makes it harder for students to learn. To fix this, teachers need to teach reading skills alongside writing, and help students apply what they learn to other classes. She believes that teaching reading as part of writing class helps students think better and do better in school.

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Edwards and Paz talk about how a lot of students think writing is only for “geniuses.” Because of this, they feel like they’re not good enough to be writers. The authors say this idea is wrong—writing isn’t just for talented people, it’s something anyone can learn with practice. They believe teachers should help students see themselves as writers by encouraging them and changing how we talk about writing.

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When Bunn brought up a possible political clause where talking about Obama might lead to republicans not liking materials as much due to biases, it shows how the author might think and might exclude bringing up politics in a paper.

Then the architect illustrative was done perfectly, talking about how a historian might view a building versus how an architect would try to recreate something. It helped further show how we should be reading as if we are composing the article.

Then lastly pointing out the strategies to better understand a text, by learning the author’s purpose and the intended audience for the supposed article.

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1. Reading like a writer means paying attention to how a text is written and not just what it says.

2. Writers make intentional choices about the structure, tone, organization, and style of their writing pieces.

3. Students can improve their own writing by noticing and reflecting on the choices other writers make.

4. Thinking critically while reading helps students become more strategic with their thinking process.

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I strongly don’t believe that many of the famous authors that we readers frequently look back on were necessarily geniuses. In the introduction of this journal, the authors give the term genius to people that have led how modern people think and perform in literature/writing. In that point, they would be pioneers, but just because they gained traction doesn’t mean they were the best because they were the first. \

“Genius writers” don’t misguide us writers, they set up expectations and guidelines for us to follow. And that is where I disagree with the next point.
I did really appreciate the author's understanding that imitations of the best isn’t what produces good writing. Originality plays a big role in good writing, but the authors don’t fully go into talking about why creativity isn’t prioritized, and instead, whimsically blame it on genetics.

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In Writing in the 21st Century, Yancey points out that writing is more widespread than ever because of digital technology. She mentions three major challenges we face today: recognizing new forms of writing, updating the curriculum, and designing teaching methods that support 21st-century literacy. Drawing from history, she encourages educators to embrace these changes and help students write effectively in both traditional and digital formats. Her report highlights how writing can help students build independence, creativity, and real-world communication skills.

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Students do not instantly transfer reading skills into writing assignments unless specifically taught how to.

2.Writing instruction often overlooks the importance of teaching critical reading strategies.

3.Mindful reading can support students’ abilities to engage with texts.

4.Composition courses should integrate reading instruction to better support student learning.

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This article talks about how students say reading is important, but many of them don’t actually do the reading for class. The authors look at research and student experiences to show that academic reading is really hard and most classes don’t teach students how to do it well. They think professors should help guide students through difficult texts and find ways to make reading more meaningful. Overall, the article says that to help students do better in school, we need to change how they think about reading—and help them build better reading habits.

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The “genius writer” is a harmful myth and it creates unrealistic expectations.

2.Writing is hard and a boring process, not a creative and inspiring process.

3.Writing is historically constructed as the genius concept arose for legal/cultural reasons.

4. A better model of writing highlights  collaboration, remix, and social influence rather than isolation

# data[].attributes.body
The article talks what college professors really think about student writing. The authors interviewed professors from different fields and found that while expectations vary, many agree students struggle with things like clarity, organization, and audience. The article suggests that teachers should help students transfer writing skills across classes and communicate more about what “good writing” means.

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We are living in a historical moment where writing is more prominent and public than ever before.

2.Students are writing more outside of school than inside, especially in digital environments.

3.There is a need for a new national agenda for writing that reflects 21st-century practices.

4. Writing instruction must evolve to include digital literacies, not just alphabetic text.

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Although students acknowledge the importance of reading, they often don’t do it or skim to meet course requirements.

2.Undergraduates commonly report they fulfill academic goals by doing minimal and not full scholarly engagement.

3. Students do not experience reading as a trajectory from novice to expert; disciplined scholarly reading is often absent from their experiences.

4. Many students view reading assignments as too lengthy or disconnected from practical class outcomes.

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1. University students need to learn multiple literacies to succeed in higher education. These could include literacies like digital, critical, and literacy.

2. Teaching writing should be connected to real university context.

3. A multiliteracies approach helps better support students from diverse backgrounds which in turn makes higher education more accessible.

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The video shows the challenges of typing thousands of characters and how China developed systems like Pinyin and smart input tools to solve the problem. It also connects language tech to culture and identity.

# data[].attributes.body
By examining how writers achieve particular effects, students can learn to adopt or adapt these techniques in their own work. Bunn provides examples from both his own experience and other scholars to illustrate this approach, encouraging students to see all texts as opportunities to learn about writing craft. He frames reading as an active, critical process central to becoming a more effective writer.

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Miller and Schulz use theoretical concepts and existing arguments about how students learn to support their argument, calling for a shift in how higher education thinks about the needs of first-year students.

# data[].attributes.body
1. Reading as Apprenticeship

Reading should be reveal as reverse-engineering authorship. Writers learn craft by dissecting others' textual choices, transforming reading from passive consumption into active writing practice.

2.Interrogating Authorial "Moves"

Effective writing emerges from analyzing micro-decisions and asking: "What effect does this choice create, and how could I adapt it?"

3.Contextual Transfer

Reading like a writer requires reading with your own writing projects in mind, extracting techniques to solve specific drafting challenges rather than seeking universal "rules."

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Carillo’s “Reading and Writing Are Not Connected” challenges the common assumption that reading and writing are separate skills within college composition. She argues that the historical and institutional divide between reading and writing instruction has limited students’ ability to transfer knowledge and engage critically with texts.

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Drawing on historical research and rhetorical theory, they argue that writing has always been a collaborative, social, and learned process. Edwards and Paz highlight how the myth of genius discourages students by making writing seem inaccessible or reserved for a gifted few. Instead, they call for a pedagogical shift that embraces writing as a teachable, communal act—one grounded in imitation, conversation, and revision. Their chapter reframes writing as a democratic skill, encouraging educators to dismantle harmful myths and empower all students to see themselves as writers.

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Brockman argues that students often enter college without the skills needed to succeed in academic writing. Many students misuse or misunderstand source material, especially when it comesto plagiarism. Students also struggle to evaluate and differentiate between credible sources.

# data[].attributes.body
Students need multiple forms of literacy to succeed

Higher education should be shifting their approach to prepare students

Meta level understanding of college expectations

# data[].attributes.body
This is new to me and different from any reading I have done in this course; this text shows that students are not specifically following the tradition.

# data[].attributes.body
Specific word choice to show the author's shift

Pay attention to titles and subheadings to understand the frameworks and purpose

Questioning the author’s argument and who their audience is because they are always writing to persuade you to believe in their cause

Use specific evidence that can only improve your argument, strengthen and add more detail to your analysis

# data[].attributes.body
Incorporating reading and writing assignments together

Higher education prioritizes writing over reading

Neglecting reading can cause problems with literacy development

Integrating reading with writing assignments can help us better communicate whether it be oral or written, which can set us up to succeed in the working world

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In the 21st century, writing has shifted from a school-based, print-only practice to a multimodal, self-sponsored activity that happens across digital spaces, requiring educators to rethink how writing is taught and valued.

# data[].attributes.body
Writers should focus on the learning process

Writing is a skill developed through practice

The “Genius myth” limits students writings by discouraging them that writing is meant for people who are naturally gifted at it

# data[].attributes.body
Traditional writing doesn’t reflect real world practices

Writing assessments need to change to work in relation to everyday media

Reflecting for effective writing because you become more aware of your own thinking and writing process

# data[].attributes.body
Critique of Monolithic "Academic Literacy"

Traditional university literacy standards function as exclusionary gatekeeping tools that privilege dominant cultural or linguistic norms while marginalizing students' existing multimodal literacies.

Literacy as situated practice

"Academic" literacy is not a singular skill but contextual, discipline-specific practices. Effective university literacy requires negotiating diverse genres and modes.

Agency through Critical Meta-Awareness

Students succeed not by assimilating to rigid norms, but by developing critical flexibility: consciously analyzing literacy expectations in each context and strategically deploying their full repertoire of literacies.

# data[].attributes.headline
“Reading Is Important,” but“I Don’t Read”: Undergraduates’Experiences With Academic Reading”

# data[].attributes.subject
“Reading Is Important,” but“I Don’t Read”: Undergraduates’Experiences With Academic Reading”

# data[].attributes.body
Students see the value in reading but they still don’t do it

Instructors aren’t seeing the difference in expectations the way students are seeing it

Academic reading is not often engaged in and its effecting literacy development in students

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Good ideas don't usually appear fully formed but gradually overtime

The best ideas are sometimes created from previous ideas

Collaboration allows ideas to spark

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1.The False Binary Critique

Standardized education systems artificially separate reading and writing into discrete skills, ignoring their relationship in knowledge construction. This disconnect harms students by teaching comprehension.

2.Reading as Writing’s Blueprint

Effective writing requires reading like a writer, genre conventions, and authorial choices that can be adapted for one’s own work. Merely "extracting" ideas denies this metacognitive layer.

3.The Political Consequences

This segregation perpetuates inequity: students from under-resourced schools, face steeper literacy transitions in college, while privileged peers benefit from holistic, critical literacy practices at home

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Mike Bunn encourages students to approach reading not just for content, but with the mindset of a writer who notices structure, word choice, and technique. He says that all writing is made up of choices that the writer makes on purpose. By finding those choices, students can start to learn how writing works from the essence of texts. Bunn shows how reading and writing are connected by proposing his "reading like a writer" method to demonstrate how students naturally start to use what they learn in their writing when they read with purpose.

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Developing writing comes from the process of reading, writing, and revising

Writing in college isn't just about grammar but engaging in thoughtful conversations

Academic writing is a well crafted conversation with the audience

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Yancey argues that 21st century writing has expanded beyond traditional academic boundaries into digital, social, and collaborative spaces. She identifies three challenges and opportunities for writing today: developing new models of writing, designing a new curriculum for those models, and creating teaching methods to support them. Yancey notes that writing is more ubiquitous and participatory than ever, with people composing on blogs, social media, and networks as part of everyday life. She calls for a rethinking of literacy education to prepare students as “citizen composers” rather than mere test-takers, highlighting the need for educators to embrace multimodal, networked, and socially engaged composing practices.

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AI generated things disrupts creativity in the mind

It's crucial for writers to develop the ability to assess

Writers should focus on the process of reflection to improve literacy development

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Bunn argues that reading should be an active and analytical process where readers pay close attention to the writer’s choices in structure, word choice, and style. He calls this strategy “reading like a writer” , which helps students better understand how writing works and strengthens their own writing. By modeling this practice, Bunn encourages readers to focus on purposeful decision-making in texts and to see reading and writing as interconnected skills.

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Gorzycki and colleagues argue that while students say reading is essential for success, many fail to engage deeply with academic texts. They identify a “reading paradox” where students believe reading is important but often focus on skimming or finding only the information they believe will be tested. The authors call for more explicit teaching of academic reading strategies to help students develop critical thinking and reading proficiency.

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Being able to demonstrate critical thinking and form original ideas are essential to college writing

It's important to understand the audience when formulating your argument

Revision is highly encouraged, as well as giving useful feedback

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Brockman highlights that students often see academic writing as a formulaic task disconnected from real-world communication. He argues that writing instruction should focus less on rigid rules and more on helping students understand rhetorical purpose, audience, and context. This approach encourages students to see writing as a flexible, meaningful skill instead of just fulfilling assignment requirements.

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Carillo critiques the false separation of reading and writing in higher education, which limits students’ growth as critical thinkers and writers. She emphasizes that reading is an active, creative process, just like writing, and calls for integrated pedagogy where reading and writing are taught together. This approach supports deeper comprehension, civic engagement, and academic success.

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Edwards and Paz challenge the myth of the genius writer, which creates harmful expectations and discourages students from seeing writing as a skill that can be learned. They argue that writing is a collaborative and iterative process, shaped by teamwork, borrowing, and remixing ideas. The authors advocate for teaching students to embrace writing as a social and creative act rather than an isolated pursuit.

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The video showed how people adapted to new systems of writing tools.

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Students know reading is important, but sometimes ignore it. Creating a larger emphasis on how important it is can help.

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Writing is something people naturally do, but has been given a negative connotation, while reading is more favored.

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Students don't have a good grasp on how to write for different subjects, and struggle to use the writing skills they obtained from other classes.

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The harmful idea that genius writers are the only ones who can write well and do it effortlessly stunts people's growth in writing. It is also important to emphasize the collaborative aspect of writing.