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note 6
Imagination keeps the mind running to keep producing new things that connects to the creator. Imagination should be incorporated and plugged into the teaching when it comes to literacy education.

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note 3
Teachers are the ones to guide students to reading strategies that work for their students. Teachers should be able to understand the student and reading strategies that works best for them.

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note 10
Students have different and similar ways of interpreting and analyzing what their brain is taking in. How good they analyze it through their own methods makes for a better understanding of the concepts.

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note 14
Successful people are most of the time inspired by books they read or authors, and better readers makes also a better writer. This note can be true.

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When students struggle they might reach for help for the better of themselves.

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Benefits of learning and overall education needs to be discussed with students.

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Education needs to be attention grabbing for students so they can have excitement and not be bored out learning.

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Education and what is taught in high schools needs to be redone to look at what is the best preparation for college.

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Students who need help overcoming their lack of preparation will
generally need to engage in practices of self-advocacy, including finding
campus instructional resources on their own.

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Students, like the writers whose works they read, should articulate a
clear thesis and should identify, evaluate, and use evidence to support
or challenge that thesis while being attentive to diction, syntax, and
organization.

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Successful students understand that reading and writing are the lifeblood
of educated people.

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College faculty report that student reading and writing are behaviors
and that, as such, they are interpreted as evidence of attitudes regarding
learning.

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Self-advocacy is a valuable practice that emerges from the recognition that
education is a partnership.

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Students must assume a measure of responsibility for their own learning,
must discern crucial values of the academic community, must seek
assistance when they need it, and must advocate for their own learning in
diverse situations.

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Students should generate critical responses to what they read, see, and
hear, and develop a healthy skepticism toward their world.

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Analytical thinking must be taught, and students must be encouraged to
apply those analytical abilities to their own endeavors as well as to the
work of others.

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Faculty expect students to have an appetite to experiment with new ideas,
challenge their own beliefs, seek out other points of view, and contribute
to intellectual discussions.

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The habits of mind expected of students—their curiosity, their daring,
their participation in intellectual discussions—are predicated upon their
ability to convey their ideas clearly and to listen and respond to divergent
views respectfully.

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We recommend imaginative and practical professional development as a
central component of improving literacy education.

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We applaud recent efforts towards collaboration and articulation between
high schools and colleges and urge that these efforts be continued and
expanded.

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The inseparable skills of critical reading, writing, listening, and thinking
depend upon students’ ability to postpone judgment and tolerate
ambiguity as they honor the dance between passionate assertion and
patient inquiry.

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In order to be prepared for college and university courses, students need
greater exposure to and instruction in academic literacy than they receive
in English classes alone. This need calls for greater coordination of
literacy education among subject matter areas within high schools

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Teachers in all disciplines must help students develop effective critical
reading strategies.

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We must teach our students to be active makers of meaning and teach
them the strategies all good readers employ: to think critically, to argue,
to compare, to own an idea, and to remember. Reading is a process that
requires time and reflection, and that stimulates imagination, analysis,
and inquiry.