Metacognitive Reading Strategies in Reading Reaction Journals
Outlines (often referred to as diagrams, concept maps
, frames, knowledge maps, diagrams, and graphic organizers) are visual representations of the overall rhetorical structure of a text. Detailed outlines note the ideas contained within a text, and how these ideas relate to each other. Outlining in the RRJ can incorporate the metacognitive strategies of deciding the most important points (strategy 1), filling in points not explicitly made (strategy 4), and making inferences (strategy 5). Outlines can also begin to accommodate a greater range of cognitive learning styles, particularly with regard to students' preferences for visual, as opposed to
dolce gabbana jewelry written, representations of ideas. In addition, a written summary (paraphrase) to accompany an outline should activate strategies i, 3,4, and 5, and can help confirm the source text's main ideas, and may involve further selection and discrimination of relevant information.
To assist deeper cognitive processing of the ideas presented in a text, students need to go beyond outlines and summaries. Slotte and Lonka (1998) distinguish between knowledge telling, where ideas are repeated, and knowledge transforming, where ideas are applied to real world contexts. Thus, students need to note their reactions, and relate ideas to their own experiences, consistent with metacognitive strategy 2. Allen (op. cit.) notes that student questioning of a text is important (strategy 6). However, she does not discuss the nature of the questions, and the distinction between 'display' and 'referential' questions is important. With display questions, questioner and respondent probably know the answer. Such questions deal with surface issues, requiring only that readers refer back to the text, seldom demanding deeper cognitive processing. Referential questions involve a genuine request where the questioner may not know, or is unsure of, the answer. There may not be an 'answer' as such questions are likely to seek justification and opinion.
Referential questions demand greater cognitive involvement with the text and are normally dependent upon the reader finding 'gaps' in the writer's ideas, and/or the reader's understanding of them. Such questions can serve to activate several metacognitive reading strategies and, written in the journal as the text is read, play an important part of in-class peer discussion, and can stimulate ideas when writing about the text. Thus, RRJs allow for the simultaneous activation of metacognitive reading strategies to assist the L2 reader with unfamiliar rhetorical structure, and poorly explained relationships. The difficulties posed by expository texts are especially significant for students required to write papers based on assigned texts; if the set text has not been properly understood, follow-up writing tasks become that much more difficult. Such 'reading-to-write tasks' are particularly demanding as students are required to summarize, analyse, synthesize, and
Cartier jewellery necklaces present opinions on ideas contained in the set text(s) in an academic genre. In other words, students need to critically engage with the set text(s) before formal writing assignments are addressed. The writing process in general has been much discussed and researched, while the reading-to-write process has received little attention (Ruiz-Fines 1999).
RRJs can help students as they engage in the reading-to-write process. As one writer has observed, 'good writers are reader-centred, revise what they write and focus on meaning and on communicating their message to the intended audience' (Ruiz-Fines op. cit.: 47). This interpretation considers; reading-to-write as one of drafting and rewriting as part of a process to a final product. However, reading-to-write also requires students to think critically about the ideas in a text. Students not used to such critical engagement can find this especially challenging. Furthermore, thinking critically should not be seen by students as a 'one-off activity for a writing task, and should be viewed as an ongoing approach in academic discourse. Thus, RRJs can fulfil an important bridging function as students develop a critical response to a text before addressing formal written tasks (such as an essay), and can also help train students to develop a critical thinking habit.
Metacognitive Reading Strategies in Reading Reaction Journals
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