Cierra+and+Kalpana+on+Toward+a+Composing+Model+of+Reading

Tierney, R and Pearson, D. (1983).Toward a Composing Model of Reading. //Language Arts, 60//(5). pp 568-580. Introduction Reading and writing are similar processes of meaning construction. Reader-background informationwith the author's cues. Reading and writing are similar because they both use the process of meaning making of the text. Both are acts of composing
 * Kalpana**

Negotiates with the text ||
 * Reading/Reader’s Perspective || Writing/Writer’s Perspective ||
 * Uses background experiences to compare with author’s cues || Uses background experiences to generate ideas to adapt to their own perception

Characteristics of effective composing Flower and Hayes – writer’s goal setting may be one of the following Reader’s goal setting may be one of the following The goals can be embedded in one another or addressed concurrently/may be conflicting or complimentary Eg – Psychology Today/readers knowledge about movies and feminism were mobilized at the same time and so his purpose was similar to that of the author Reader/Free association to reflection Readers make notes, think, scan, and fine tune to create a draft
 * Think Aloud** – Creates tension between the text and reader/writer as they compose the meaning of the text
 * 1) Planning
 * 2) Drafting
 * 3) Aligning
 * 4) Revising
 * 5) Monitoring
 * Planning** – Both readers and writers plan and planning involves goal setting and knowledge mobilization
 * 1) Procedural (how do I approach the topic)
 * 2) Substantive (I want to say something about how rocket works)
 * 3) Intentional (I want to convince people of the problem)
 * 1) Procedural (I want to get a sense of this topic overall)
 * 2) Substantive (I need to find out about the relationships between England and France)
 * 3) Intentional (I wonder what this author is trying to say)

Getting started can be difficult Getting started is equally important Murray’s description
 * Drafting -** is the refinement of meaning of the text

Scans the pages || Look for a pen Hold the pen poised ||
 * **Reader** || **Writer** ||
 * Reader opens the book
 * Looks for general scenario || Searches for lead statement or introduction to her text ||
 * Knowing the scenario is knowing the story || Establishing the scenario is prescribing those few ideas which introduce or define the topic ||
 * Refines and builds upon his sense of what is going on || Likewise and develop the plot, expositions, or descriptions ||
 * By filling the gaps || Achieves coherence by choosing what to include and what to leave out ||

Some readers and writers prefer piecemeal (dealing with each part separately) approach, while others prefer the whole without the sense of how parts relate to it.

Call for educators to help readers and writers to achieve the best fit among the whole and the parts


 * Cierra**
 * Alignment**

The one alignment one adopts can influence coherence.

A writers stance towards readers: Intimate, challenging, or neutral A readers stance towards the writer: sympathetic, critical, or passive

If readers are given an alignment before or after reading a selection, they will vary in what they recall. For example, read the description of this house as a burglar or homebuyer.

Visualizing is a form of alignment similar to eye witnessing, readers who visualize usually perform better on comprehension tasks.

Classroom application: have students read or write with a definite point of view/attitude. For example, write a story and imagine you are Winston Churchill.

Sometimes text can prompt its own alignments.


 * Revising**

A writer may reread, reexamine, delete, and correct their writing.

Words that have an impact and get the desired idea across are important.

A reader may pause, reexamine, and reflect on their readings. Also, one draft of a reading may be compared with another.

The act of detaching themselves from the text they choose to evaluate and develop. Monitor
 * Monitoring**
 * 1) gives conscious control
 * 2) decides whether planned, aligned, drafted, and/or revised properly
 * 3) decides when one activity should dominate over the others
 * 4) compares good job and not good job
 * 5) decides about revision and completion
 * 6) helps engage in a dialogue with the inner reader

Both reading and writing are acts of composing Continuous, recurring, and recursive transactions between readers and writers
 * Conclusion**

planning, drafting, aligning, revising, and monitoring
 * Premise of the article - Both reading and writing involves composing**

Flower and hayes Model []