Abstract

This article illuminates how reading serves as the foundation for writing workshops in both composition and creative writing courses. It discusses cooperative learning and improved student writing as two main goals for workshop and explains how both are completely reliant on student reading. The article introduces a particularly effective way to teach students to read in preparation for workshop and concludes by revealing how asking students to read published and student-produced texts in different ways can inadvertently devalue student writing and limit workshop’s effectiveness.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 53-71
Launched on MUSE
2015-11-13
Open Access
No
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