Abstract

This article argues for the importance of teaching reading in first-year composition courses within a metacognitive framework called mindful reading. Crucial for developing more comprehensive literacy practices that students can transfer into other courses and contexts, this framework encourages students to actively reflect on a range of reading practices in order to become more knowledgeable and deliberate about how they read. This work is intended to prepare students to successfully engage with the range of complex texts they will encounter throughout their postsecondary academic careers and beyond.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 9-22
Launched on MUSE
2015-11-13
Open Access
No
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