Middleton, Holly. “Recognizing Acts of Reading: Creating Reading Outcomes and Assessments for Writing.” WPA 36.1 (Fall/Winter 2012): 11-31. Print.
Middleton argues for clearer outcome statements for reading comprehension in writing programs, pointing out that good college writing practices are inextricably linked to successful college reading practices. Together with the instructors of her institution’s basic writing program, she wrote specific, measurable reading outcomes for the basic reading course and designed a pre- and post-course assessment to determine whether or not those students’ reading comprehension (tested by true/false reading guide statements and a summary of the problem presented in three related texts) improved over the course of the semester. Middleton kept data for four semesters (two academic years), and found a positive, statistically significant improvement in students’ reading abilities. She argues for WPAs to develop and align reading outcomes and assessments for their writing programs that fit the needs of their institutions, and calls for further research in the field on the relationship between reading and writing.
the program was designed for students at New Mexico Highlands University, a university that enrolls a large number of Hispanic, low-income, and first-generation college students. The English 100 (basic writing) course is one that is an important part of the university’s mission and the subject of administrative interest and oversight.
Middleton instituted a common text (Integrations), a common reading assessment (pre- and post- text), and asked instructors to privilege open-ended, inquiry, problme-solving questions and responses instead of one-answer-is-right reading assessments. Reading is assessed through writing.
Tehaha O’Reilly and Kathleen Sheehan: framework for reading assessment – “model-building” and “applied comprehension” (15) – assessment not easily accomplished in multiple choice.
consistency in this assessment was key – in course text, assessments, grading practices, teaching strategies
rely on Adler-Kassner/Estrem’s “Critical Thinking, Reading, and Writing: A View from the Field” (The Outcomes Book) and “Reading Practices in the Writing Classroom” (WPA 31 (2007))
increase in word count between pre- and post- test (more fluency, if not better summary/content)
“If we do not recognize the role of reading, the other act of composition, in our writing programs and our field, we aren’t recognizing the complexity of our textual world” (27).
Long-range assessment: the US Air Force Academy mathematics study (instructor/student pairing, Carrell and West): “The study is a compelling one, because it points to the limits of each assessment in the context of a learner’s intellectual life and within a sequenced curriculum. We assess what we value, but that does not mean that everything we value is or can be captured.” (25)
“We would do well to remember that learning to write for a new discourse community requires learning to read for it” (12).
“Rather than an elementary activity, reading comprehension is itself a complex set of practices implied, but not usually elaborated, in our writing programs” (15)…connection to summary writing/using sources
“It is the activity of rereading and returning to the text, of referring to the text in class discussions, that we wanted to prioritize.” (16)
“Students tended to experience each reading as compartmentalized and discrete, rather than as the sequenced intellectual journey we imagined for them” (18).