Writing to Read, Reading to Write

Writing to Read, Reading to Write presents reading, writing, and critical thinking as engaging and complementary endeavors.  This focus on reading also gives students who are underprepared for the first-year composition course, or in the co-requisite support sections, a chance to practice those skills and re-apply them as they develop college level work.  Designed for the broad mix of students who enter today's first-year composition course - and for the instructors who support them - Writing to Read, Reading to Write offers a process-oriented, recursive approach that supports student learning.  Each chapter is based on a thought-provoking question to provide opportunities for critical thinking and includes essay prompts for students to focus their reading and plan their writing.  The structure of Writing to Read, Reading to Write allows for flexibility in different approaches to teaching first-year composition. 

Table of Contents:
Part 1: Welcome to College Reading, Writing, and Thinking Chapter 1 Introduction to College Reading and Writing   Chapter 2 Active Reading and Writing Chapter 3 Reading and Writing During the Writing Process Spotlight on Student Writing: Annotating and Evaluating Student Writing Part 2: Essential Elements of College Reading and Writing Chapter 4 Reading and Writing Paragraphs Chapter 5 Reading and Writing Essays Chapter 6 Writing About Reading Spotlight on Student Writing: Reading and Analyzing Student Writing Part 3: Reading and Writing about Texts Chapter 7 Responding to Texts  Chapter 8 Reading and Writing Arguments Chapter 9 Planning a Research Paper Chapter 10 Writing a Research Paper Spotlight on Student Writing: Evaluating and Analyzing Student Writing Part 4: Anthology of Theme-Based Readings Theme: Do Social Media Connect Us—Or Isolate Us? Theme: What Makes Us Happy? Theme: Can Head Injuries Be Prevented in Sports? Grammar and Style Handbook  Documentation Resource Guide

About the Author :
Alison Kuehner loves teaching students. She was fortunate to discover her passion for teaching during her senior year of college working as a peer tutor, where she enjoyed the challenge of helping fellow students effectively express their ideas in writing. After earning an undergraduate degree in English literature from the University of California, Berkeley, and a masters degree in literature from the University of Chicago, she became a teacher, earning an English credential through the Graduate School of Education at the University of California, Berkeley, and a masters in reading instruction at Cal State East Bay. Although she enjoyed her time teaching middle school and high school students, Professor Kuehner is most inspired and energized by the diversity and potential of community college students. She has taught a range of courses at Ohlone College in Fremont, California, for thirty years, including literature and composition courses; developmental reading and writing classes; and online, hybrid, and traditional classes. Over the years, she has honed her skills as a teacher, thanks to her students feedback and advice, and her colleagues willingness to share and collaborate.