{"id":35524,"date":"2024-03-28T16:59:36","date_gmt":"2024-03-28T23:59:36","guid":{"rendered":"https:\/\/test-inside.ewu.edu\/successfultransitions\/?page_id=35524"},"modified":"2024-03-28T16:59:36","modified_gmt":"2024-03-28T23:59:36","slug":"ela-a","status":"publish","type":"page","link":"https:\/\/test-inside.ewu.edu\/successfultransitions\/ela-a\/","title":{"rendered":"The Impact Rhetorical Reading has on Effective Integration of Source Material"},"content":{"rendered":"
\n\n

Toolkit Item Overview<\/strong><\/em><\/p>\n\n\n\n

\"back<\/figure>\n\n\n\n

Our initial Problem of Practice stated, \u201cStudents routinely report and demonstrate difficulty integrating the words and ideas of others into their own work.  Since academic writing depends on students\u2019 ability to enter an ongoing conversation, this is a significant problem\u201d (2015).<\/p>\n\n\n\n

In his essay \u201cWhat is \u2018College-Level\u2019 Writing?\u201d Patrick Sullivan argues that students need to be college-level readers, thinkers, and writers. Each member of Cohort A knew that students often lack the critical and rhetorical reading skills needed to be college and career ready readers, thinkers, and writers. In order that students move through their Bridge-to-College English 12<\/em> course in a way that prepares them for college and career  level work, it was determined that before students can effective writers, they need to be effective readers. While much of the evidence is anecdotal and personal, the research of such scholars as Rebecca Moore Howard and her examination of plagiarism and patchwriting found that much of these two problems can be traced to an inability to read rhetorically and critically.<\/p>\n\n\n\n

<\/div>\n\n\n\n