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.

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.

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.

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

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.

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

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

Writing was often done in moments of hardship or solitude.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

• 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.

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.

“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.

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.

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

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.

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.

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."

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.

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

The Romantic-era ideal of the solitary, inspired writer obscures how all writing is collaborative, peer feedback, and cultural remixing. This myth alienates students by framing "good" writing as innate talent rather than learnable craft.

Remix as Epistemology

Originality emerges not from vacuum-sealed brilliance but from strategic recombination of existing texts, genres, and discourses.

The Politics of Citation

Traditional citation systems reinforce hierarchies of "genius" by centering individual authorship. Edwards & Paz advocate for non-linear, attributions that reflect writing’s true interconnectedness.

for instance, a "clear thesis" means opposite things in Philosophy or Biology.

2.The Myth of Transferable Skills

Common advice like "be critical" or "use evidence" is meaningless without disciplinary context.

3.Student Vulnerability to Unspoken Rules

First and marginalized students are disproportionately harmed by these implicit expectations, as they lack cultural capital to "decode" them.

Shifts in writing instruction reflect broader societal changes, civil rights’ emphasis on voice, digitalism’s collaborative ethos.

2.The Lost "Why" of Composition

20th-century process pedagogies, while revolutionary, reduced writing to mechanical steps, divorcing it from its original purpose.

3.Digital Writing as Renaissance

Blogs, wikis, and social media resurrect pre-industrial writing values: public audience, iterative creation, and writing as social action.

Students universally acknowledge academic reading’s value yet consistently avoid it, citing the time constraints, perceived inefficiency.

Lack of engagement, the Annotation Gap

High performers actively annotate to interrogate texts, while struggling readers use passive highlighting without synthesis.

Disciplinary Blind Spots

Students fail to recognize discipline, specific reading strategies, humanities: Reading for argument nuance, reading for replicable methods

The detailed plan for a mandatory, credit-bearing, and university-wide 'literacy and communication topic' at Flinders University indicates the university's role as a significant force in shaping students' literacy development

The framework's inclusion of 'traditional literacies' (reading, writing, English proficiency) alongside 'critical literacies' and 'academic literacies' suggests a comprehensive approach, rather than solely focusing on 'remediation' or a deficit model

College curricula overemphasize writing at the expense of reading, which undermines students’ literacy development. 

Active, critical reading is essential for students’ academic and civic lives, especially in an age of information overload. 

Writing is Fundamentally Collaborative and Influenced: The text asserts that effective writing is not born in isolation but is, and always has been, a deeply social endeavor. It thrives through conversation, seeking help, borrowing ideas, and remixing other texts, a reality widely practiced by professionals today. 

"Remix" is a Legitimate and Ubiquitous Composing Practice: They introduce and validate "remix" as a key contemporary writing method, where existing materials (text, images, sounds) are repurposed to form new products. This concept challenges traditional notions of originality, emphasizing sharing and explicit influence

Student Motivation/Strategy Driven by Grades, Not Learning: Undergraduates frequently read only to "get by" or for "desired grades," focusing on information they believe will be tested rather than engaging in deeper exploration of concepts. This directly impacts writing, as superficial reading leads to superficial understanding and less nuanced, critical writing.

The "Missing" Student Perspective in Reading Research: The authors explicitly state that previous literature on academic reading has largely been faculty-driven and quantitative, thus limiting the representation of undergraduates' personal experiences and thoughts. Their qualitative study directly addresses this gap, emphasizing the value of understanding the student voice in shaping effective literacy instruction.

Ideas need an open, fluid network environment to collide and merge. This kind of liquid network can connect concepts from different areas and produce unexpected innovations.

Good ideas are often slow hunches which means they need long time to develop.

College writing needs writers to write flexibly based on audience, purpose and genre.

High school teachers can cooperate with college teachers to help students learn the real writing process.

Using AI to write academic writing will weaken the learning effect.

Students should use AI as a complement instead of a substitute.

Professors should focus on the writing process to help students develop writing skills and self-reflection awareness.

The authors advocate for integrating audio, visual, language, gestural and spatial, the five models, in the writing teaching system to help students adapt to different genres.

The authors advocate for the designing reflection activity like writing process journals to help students learn how to use resources correctly to improve their ability to apply writing skills flexibly.

2. Thinking this way can also help the reader develop their writing skills through cognitive thinking.

3. There are some conversations around AI and how it may discourage cognitive thinking.

Disadvantages of institutional literacies- learners struggle to be capital, special implications, and other outside factors prevent them from forming a bond with literacy

Critical steps in literacy take time, and we all start at different places.- Everyone starts at a point where they might not understand the importance of how their cognition can interfere with their pursuit of educational progress

Every text is a lesson- This is shown as every text you read gives you more knowledge of that subject

Ask questions while reading about what the writer is doing- This is key to developing critical reading and improving writing skills.

2. I agree with Carillo that keeping students from reading as much as writing is theft. This point could contribute to a conversation around the level of intelligence of college students when it comes to literacy.

2. In the text Goryzcki brings up a good point on how reading can affect a student's grades. Writing is usually made to be more important than reading. However missing out on reading can affect a students grades given the information.

3. There were many results that I agreed on when going through this reading. The perspectives I saw displayed aligned very much with my thinking. Especially the title.

The ability to transfer writing skills depends on metacognitive awareness of genre, audience, and purpose.

Writing simultaneously involves memory, problem solving, attention, and language processing.

The adjacent possible is a kind of shadow future, hovering on the edges of the present state of things

The slow hunch… needs time to collide with other hunches

If you find writing difficult, congratulations—this means you’re doing it right.

All writing reflects choices, values, and perspectives—even in the most formal academic settings.

In college, writing goes beyond correct grammar—it's about contributing to meaningful discussions.

Academic writing is like a purposeful dialogue between the writer and their audience.

Working with others plays a key role in generating and refining ideas.

Strong ideas take time, teamwork, and repeated shaping to truly come together.

2. When you read like a writer, you can evaluate:  the word choices the author makes and why and what kind of mood and techniques the author utilizes to convey the point, or what is the purpose behind the author ‘s thinking, which genre can the article be placed in, and which group is the target audience.

3. You can then evaluate whether the writing is appropriate and effective and if not, then why and how to fix the issue.

4. You can then go one step further to find alternative choices and evaluate how that would change/ alter the reader's thinking and attitude.

5. Reading like a writer makes us understand some good attributes of the writing piece and writing style and how to incorporate those styles in our writing to become good writers. 

2. Humans are natural writers with an impulse for creativity in our works. And this should be compromised from focusing only on reading

3. Teaching writing and composition of the 21st century and future is important for students to be educated properly in composition rather than staying old school style.

2. The authors want to reconceptualize writing as a skill, not a talent.

3. The authors reject the idea that writing is a solitary act reserved for exceptional individuals.

   
   

4. Edwards and Paz thus aim to promote a more collaborative and interactive approach to writing. This is especially important for creating educational environments where students help each other grow as writers.

2. Students don’t understand that academic writing is a craft and needs to be “worked on” and developed through practice. Students should read, research, understand and make important connections with daily life and apply the knowledge learnt.     

3. Professors believe that students benefit from guidance and feedback, as many are scared to generate meaningful sentences or ideas. The guidance can come from posting model papers for them to follow or setting rubrics.

4. Reading and writing are not just typing or mechanical tasks, but there is more depth to it. In short, they need to think intellectually and critically to put forth their ideas while writing, not rush on it. Lot of students plagiarize and that is not correct.

2. Reading, writing and arithmetic are not the only skills needed today; literacy includes a full range of cognitive, interactive and technological literacies.

3. Today’s students are not mere passive recipients of knowledge, but they are creators of language and literacy skills-I think there is a lot of responsibility on them.

University literacy includes social, cultural, and institutional knowledge.

Students benefit from reflective and critical literacy practices.

Supports course design tailored to diverse first-year student needs.

Reading “like a writer” means analyzing how a text was crafted, not just what it says.

Writers should borrow techniques and structures they admire from other writers.

Asking why and how a writer uses certain strategies helps improve your own writings.

The assumption that students already know how to read critically leads to educational gaps.

Teaching rhetorical and writerly reading helps students develop as writers.

Integrating reading into writing instruction improves comprehension, confidence, and performance.

Institutions (legal, educational, publishing) perpetuate the belief that writers are born, not made.

Writing is social, iterative, and ingrained in collaboration and imitation.

Recognizing writing as a process opens access and empowers a wider range of voices.

Writing today is personal, social, and shaped by digital tools.

Schools must update instruction to reflect how writing actually works in students' lives.

Historical models of writing instruction focusing on form does not meet current needs.

Students find academic reading difficult, time-consuming, and lacking purpose.

Existing surveys may oversimplify students’ complex beliefs about reading.

Qualitative insights can help instructors better support students’ reading development.

There are many ways to read, but generally speaking there are two ways.If the building has Co-rinthian columns, we can trace the origin and development of Corinthian columns; we are interested as historians. But if we are  interested  as  architects,  we  may  or  may  not  know  about  the history of the Corinthian style.

For most college students RLW is a new way to read, and it can be dif-ficult to learn at first. Making things even more difficult is that your college writing instructor may expect you to read this way for class but never actually teach you how to do it.

Another one was how "How to Read Like a Writer" - focusing on writing strategies, tone and narrative methods and finally another one was that writing helps with the learning process, and it isn't just the process of recording what you already know.

Another one was how "How to Read Like a Writer" - focusing on writing strategies, tone and narrative methods and finally another one was that writing helps with the learning process, and it isn't just the process of recording what you already know.

2. The Importance of Technology Integration:

3. The Importance of Audience and Purpose

4. The Role of Writing in 21st-Century Skills:

The integrated approach  to  teaching  reading  and  writing  falls  away  to  students’  peril and causes great frustration in the professors who often attribute  students’  struggles  in  their  courses  to  poor  writing  ability,  when these problems are often related to students’ reading difficulties.

Unfortunately,  there  is  still  a  great  deal  of  work  to  be  done  since recent studies such as The Citation Project, a multi-institutional, and empirical research project show that students’ reading abilities are largely underdeveloped.

These  genius  authors  misguide  many  writers.

In 1759, for example, the influential writer and poet Edward  Young’s  “Conjectures  on  Original  Composition”  began  to  draw  deep  divides  between  original  and  imitative  authorship.  Originality, Young claimed, sprung forth naturally from an inherent  root  of  genius,  like  a  plant  bearing  fruit.  Imitations,  on  the  other hand, were artificial inferiors built from the work of others.

Reading tended to produce feelings of intimacy and warmth, while writing, by way of contrast, was associated with unpleasantness and thus evoked a good deal of ambivalence.

We can and should respond to these new composings and new sites of composings with new energy and a new composing agenda.

The journey from novice to expert academic reader is complex.

Almost 30% of undergraduate comments concerned self-identified reading skills or the ineffectiveness of academic reading assignments, although sentiments were mixed between agree or disagree with these themes.

team work and collaboration often make the best ideas.

ideas usually spark and happen in group settings

Writers test and evaluate their visual representation of thought on a page or screen as it emerges, discovering new ideas and subsequently revising the text.

“When used to replace human composing entirely, AI-based NLP systems threaten the integrity of our educational system and the future intellectual acumen of our students.”

First, the focus-group comments suggest that college writing asks students to read and write about previously unfamiliar topics as a way to learn course content.

We hope our focus-group comments prompt EJ readers to rethink assessment in a more positive light. As Vicki Spandel points out, “ours is a nation obsessed with assessment” (93), and the September 2001 theme for English Journal is “AssessingOurselves to Death” (see especially Virginia R. Monseau’s “From the Editor”).

This means children enter school with differ-ent knowledges which influence how well they do in school.

As outlined, cultural capital is a useful concept for subverting naturalised assumptions about schools and universities being equitable spaces.

. The more individuals rely on AI-generated writing, the more it could potentially stifle creativity. Anson highlights that part of the cognitive value of writing lies in the creative process of developing original thoughts, arguments, and narrative structures. AI-generated content may lack the "personal touch" or deeper level of creative engagement that comes from writing oneself.

. The availability of AI writing tools may pose challenges for educators and assessment systems, especially in academic settings. If students use AI to complete assignments, teachers may struggle to accurately assess the student's ability to think critically and communicate effectively. It also raises concerns about the fairness of grading if AI becomes ubiquitous in generating work.

.This video highlights how Chinese tech giants like Huawei, Xiaomi, and Tencent are not just dominating in China but also expanding their reach globally. These companies have influenced how technology is built, distributed, and accessed, all while pushing their own standards that are often shaped by the Chinese government's interests. This has profound implications for global tech ecosystems.

.Harris puts forward that China has strategically built its own version of the internet and digital standards to counter the west, and this shift has allowed them to shape how the world interacts with Chinese content and language. Whether through the development of its own operating systems or how Chinese-made phones are customized for local needs, the Chinese state is gaining power over the global digital environment in ways that most people don’t fully realize.

. One of Johnson’s key concepts is the idea of the "adjacent possible." This refers to the idea that new ideas are often the product of the build up of progress from things that already exist. Innovation builds on what’s around it, opening up new opportunities or “adjacent” possibilities. The boundaries of what’s possible expand over time as ideas connect with one another.

. Johnson challenges the idea that all great ideas come from sudden “eureka” moments. Instead, he suggests that many breakthrough ideas begin as slow hunches—vague or incomplete thoughts that, over time, develop into something larger. By allowing time for these hunches to stew and connect with other ideas, people can eventually form revolutionary concepts.