graduate students, you have all developed as highly literate people, making you

graduate students, you have all developed as highly literate people, making you expert readers and writers. Once we achieve expertise, we often fail to notice the strategies we have developed to read well. In fact, failing to focus on the reading strategies we use ourselves is a hallmark of reading expertise: It means that we have learned to use comprehension strategies fluidly and automatically. We also tend to overlook the way(s) our reading strategies and processes change, depending on the content-area and discourse communities in which we are reading. This assignment will help you to notice explicitly the reading comprehension strategies that you have developed to make sense of text, and—most importantly—to notice the ways that your reading strategies change across content areas/discourse communities. It will also help us to investigate how genre and medium (i.e., digital and non-digital texts), as well as our own personal histories and purposes for reading, influence the process of meaning-making. Part of being able to support literacy in the context of our educational work involves being able to be explicit with students about the literacy strategies that they can use to make sense of text. Thus, we will use this assignment as a foundation from which we can understand many of the teaching practices we can use to support students’ comprehension of digital and non-digital text. Graduate Students: Please select 4 short pieces (or excerpts of longer pieces) to read. Represent reading in three different content areas Represent reading in three different genres Include at least one digital text where the predominant mode is not words. For graduate students, please answer parts 1-4 as outlined below in 6-7 pages. Provide a brief summary of what you have read (provide an idea of what each text was about, the content areas, genres, and modes, as well as a description of how much you know about the topics represented in your reading). Compare and contrast the reading strategies you used to understand each piece. To help you think about these strategies in more depth, you need to draw on our textbook readings, specifically Harvis & Goudvis (2017), Spires, Kerkhoff & Paul (2020), and the article you read about discipline-specific reading. The heart of your paper will deal with the following: Be specific about the reading strategies you used to make sense of each piece, how these strategies were useful, whether they were useful across the pieces you read or if they were only useful in particular situations/disciplines/genres. Why do you think these strategies were or were not useful across pieces? How did you decide upon the strategies you would use? Which strategies felt specific to your discipline, and which felt like you used them across pieces? MOST IMPORTANTLY, how did these strategies serve you differently when you were reading for the purposes of different disciplines/content-areas? Consider who you are as a person and how this influenced your use of reading strategies: For what purpose did you read this piece? What kind of background knowledge do you have on this topic? How do you typically respond affectively to pieces like this? Were you part of the discourse community to which this piece was aimed? Why or why not? How did all of these factors influence the reading strategies you used and your ultimate comprehension?