SQR4

In “Rhetorical Reading Strategies and the Construction of Meaning”(1988) Christina Haas and Linda Flower are suggesting that reading should be taught as a constructive process rather than a receptive process. They state that there are noticeable differences between expert and student readers do to the way they associate with the text. They noted that student readers mostly utilized “content strategies” rather than “functional strategies” or “rhetorical strategies,” to create what they believe to be a satisfactory understanding of the text; while expert readers used “rhetorical,” “functional,” and “content” simultaneously to create a better understanding of the text, it’s purpose and the emotions the authors seeks to create with in his reader. They (Haas and Flower) use this study, although observational not experimental, with different level readers to point out how readers that use “rhetorical strategies” identify the key points faster and create useful connections to the text than those who don’t. In other words they believe that reading should be seen as a constructive process rather than a receptive process to help readers create a more complex and in depth understanding of any text.

Should reading be taught as a receptive or as a creative process?
We agree with Haas and Flower that reading should be taught as a creative process rather than a receptive process; because if reading is only taught to students as a receptive process they will never “see” past what is in the paper; they will not be able to make any real connection with the text. They (Haas and Flower) say that teaching reading as a creative process will help students create a better understanding of the text, its purpose and the emotions the authors seeks to create with in his reader. We believe that reading should be taught as a creative process; due to the fact that it will help students have a better understanding of the text and the purpose it was supposed to serve. They, the students, will have an easier time reading and responding to a text that they had no prior knowledge (as stated in the scholarly article) or any piece of literature for that matter. Why? Because they will be able to make more connections with the text and as a result they will be able to see the purpose of the text and most importantly they will actually be able to learn something that might help them or something that they can apply in their everyday life. However if reading continues to be taught as a receptive process as it is today the students will continue to struggle with higher lever reading, because they don’t know how to interpret a text; all they know is what the text is saying and nothing else. They are unable to draw conclusions from the text; they will also be unable to recognize ideas that are implied within the text. That is why we strongly believe that reading should be taught as a constructive process rather than a receptive process.