Abstract

This scholarship of teaching and learning project explores how students read in a first-year general education class on critical writing and reading. In this article, I offer observations about which reading strategies seem most popular regardless of efficacy, which elements seem to foster student learning, and which obstacles remain.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 281-297
Launched on MUSE
2012-04-21
Open Access
No
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