'Rhetorical Reading Strategies and the Construction\r'

'Rhetorical Reading Strategies and the social organisation of Meaning Summary Although the collective knowledge in the field of Pedagogy on how readers, â€Å" materially die hard out this interpretive process with college-level expository school text is sooner limited” (Haas and extremum 167). The study in discussion would like to help the understanding of this positive, rhetorical view of interpreting.Throughout the article, Haas and Flower emphasize how educatees â€Å"are safe(p) readers in the traditional sense… yet, they paraphrase rather than analyze, summarize rather than knock texts” (170). This brings up two key points that Haas and Flower discuss in a relation to rhetorical reading strategies, in student reader-writers. According to the research Haas and Flower conducted, only rough one percent of students use the rhetorical reading strategy, which means that most students don’t criticize and analyze text that they read.Most students m ainly use the matter and Feature/Functional reading strategy, rather than deconstructing the text, they honest say the basic things, and summarize which brings up the question, how does the constructive process play itself out in the actual thinking process of reading? Haas and Flower design that readers â€Å"construct meaning by building multifaceted, interwoven, standard of knowledge” (168).The main focus Haas and Flower fuck off throughout the article is the fact that students are staying at the â€Å"mediocre” level while reading, instead of breach down the text and actually analyzing what the author(s) were trying to say. Haas and Flower want students to get use to using the rhetorical strategy, since it will help students better understand the text they read especially as they continue on with higher education Works Cited Haas, Christina and Flower, Linda. â€Å"College Composition and intercourse” Reading Strategies and the Construction of Meaning . 1988\r\n'