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  • Ashraf Reading-Responses Rosenberg

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    Karen Rosenberg, the author behind "Reading Games: Strategies for reading scholarly Sources," explains to the students how to break down academic readings. Rosenberg suggests how we should try to join in the conversation with the author imagine ourselves as the person the author was talking to when he was writing the piece. Scholarly writings are not meant to be persuasive so the reader should not feel obligated to detect pathos.

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    Karen Rosenberg, the author behind "Reading Games: Strategies for reading scholarly Sources," explains to the students how to break down academic readings. Rosenberg suggests how we should try to join in the conversation with the author imagine ourselves as the person the author was talking to when he was writing the piece. Scholarly writings are not meant to be persuasive so the reader should not feel obligated to detect pathos.

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    © All Rights Reserved
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    18 Ansichten3 Seiten

    Ashraf Reading-Responses Rosenberg

    Hochgeladen von

    api-318060669
    Karen Rosenberg, the author behind "Reading Games: Strategies for reading scholarly Sources," explains to the students how to break down academic readings. Rosenberg suggests how we should try to join in the conversation with the author imagine ourselves as the person the author was talking to when he was writing the piece. Scholarly writings are not meant to be persuasive so the reader should not feel obligated to detect pathos.

    Copyright:

    © All Rights Reserved
    Als PDF, TXT herunterladen oder online auf Scribd lesen
    Markieren Sie unangemessene Inhalte
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    ShazeenaAshraf

    Mr.Lytle
    Rhet1312
    9February2016
    KarenRosenberg,theauthorbehindReadingGames:StrategiesforReadingScholarly
    Sourcesexplicatestothestudentshowtobreakdownacademicreadings,thusmakingiteasier
    forthemdetectvariousaspectsofthescholarlyreadings.Rosenbergexplainshowwhenwere
    readinganacademicpiece,weshouldtrytojoinintheconversationwiththeauthorimagine
    ourselvesasthepersontheauthorwastalkingtowhenhewaswritingthepiece.Shealso
    suggestshowweshouldneverskipanintrosinceitgenerallyprovidestheaudiencewithmajor
    detailsabouttherestofthewritingandhelpstodeterminewearetheprimarygrouporthe
    secondarygroup.Rosenbergclaimsthatusuallytheauthorsofacademicwritingsassumethatthe
    readerwillhavepriorknowledgeaboutthetopicandtheycanthusproceedwiththeirargument.
    Inaddition,theauthorhintsthatscholarlywritingsarenotmeanttobepersuasivesothereader
    shouldnotfeelobligatedtodetectpathostheyaremeanttoonlyprovidefactsandmakesure
    theiraudiencecanunderstandwhattheyaretryingtoconvey.Thetitlealsogiveshintsastowhat
    thewritingisgoingtobeaboutandgenerally,thetitlesareprettylong.Anacademicusually
    beginswithablurbortheabstractwhichprovidesdetailsastowhatthearticleisaboutandthe
    readercanthendecideiftheywanttocontinueornotwiththereading.
    Ibelieveoneofthebestadvicetheauthorprovidedwasthatweshouldreadsmarter,not
    hardermeaningthatoneshouldnotsuffertryingtocomprehendanacademicarticle,instead
    theyshouldconversatewiththeirpeersorasktheprofessorthepurposeofthisreading.While

    readingtheRosenbergsarticle,athoughtoccurredthatwheneverImreadinganything,I
    completelyzoneoutandcantfocusonsomethingfortoolong,somyeyeskeepreadingbutmy
    mindisnotprocessinganyofthewords.Therefore,thishelpedmerealizethattosolvethis
    problem,IshouldtrytopretendasifIamhavinganconversationwiththeauthorwhichwill
    keepmefromzoningouttoomuch.

    WorksCited
    Rosenberg,Karen."ReadingGames:StrategiesforReadingScholarlySources."
    WritingSpaces:
    ReadingsonWriting
    .Vol.2.Parlor,2011.20920.Print.

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