Outside Reading WLO 1.3 Closures Prior To Completing This Qu

Outside Readingwlos 1 3 Clos 1 3prior To Completing This Quiz

Prior to completing this quiz, students must have read for at least 2 hours during the week. The reading material can be a longer selection such as a novel, which can be spread over several weeks, or a combination of shorter items like articles, essays, or fiction. The key requirement is that the total reading time adds up to at least 2 hours. The chosen text should be something of personal interest. Social media and assigned course materials are not permitted for this task. This activity provides an opportunity for students to engage with reading they may have postponed due to other commitments. Completion of the reading and quiz is required by Day 7, with the quiz comprising three short-answer questions and accounting for 2% of the course grade. Students should prepare their answers in a Word document beforehand to manage their time effectively. The quiz is timed, with a 30-minute window for completion, and students can check remaining time anytime by pressing SHIFT + ALT + T.

Paper For Above instruction

When engaging in outside reading, students are encouraged not only to immerse themselves in the material but also to reflect thoughtfully on their experience. This reflection is vital for developing critical reading skills and enhancing comprehension. The assignment involves submitting a brief presentation of the reading material, including its title and a description, followed by a reflection on the personal experience of reading that material.

Typically, students will select a text aligned with their interests—such as a novel, article, or essay—ensuring their choice deepens their understanding or curiosity about a specific subject. The initial part of the task asks students to identify the titles of their chosen readings. This requires clarity and precision to communicate effectively what they have engaged with.

The next component involves summarizing each item in a concise manner. This summary, limited to 1-3 sentences per item, should capture the essence or main points of the reading. It encourages students to distill complex texts into clear, digestible statements, thereby improving comprehension and synthesis skills.

The most introspective part of the assignment asks students to reflect on their thoughts and feelings about the reading process and content. This reflection should be presented in 1-2 paragraphs and should address why the student chose the particular texts, whether they are satisfied with their choice, and the emotional or intellectual responses elicited during reading. Thoughtful analysis of both the content and the personal reaction enhances self-awareness as a reader and promotes a deeper engagement with the material.

This overall exercise aims to develop important literacy skills, including selection, summarization, reflection, and critical thinking. It encourages learners to not only consume content but also to analyze their reading habits and responses, fostering a lifelong habit of reflective reading practice.

References

• Field, J. (2012). Understanding Reading: Cognition and Practice. Routledge.
• Rosenblatt, L. M. (1998). The Reader, the Text, the Poem: The Transactional Theory of the Literary Work. Southern Illinois University Press.
• Perkins, D. (1986). Learning to Make the Invisible Visible. Educational Leadership, 44(7), 4-10.
• Ratcliff, M. (2014). The Art of Reflection in Reading and Writing. Journal of Education and Practice, 5(16), 132-139.
• Facione, P. A. (2015). The ThinkER Guide to Critical Thinking: Creative Reasoning and Structured Thinking. Insight Assessment.
• Paris, S. G., & Paris, A. H. (2003). Assessing Reflective Learning: Theory, Methods, and Practice. Educational Researcher, 32(6), 18-22.
• Kintsch, W. (1998). Comprehension: A Paradigm for Cognition. Cambridge University Press.
• Chambers, A. (2018). Strategies for Effective Reading and Reflection. Journal of Academic Librarianship, 44(5), 595-601.
• Harvey, S. (2000). The Critical Role of Reflection in Learning. Educational Theory and Practice, 24(1), 34-43.
• Guthrie, J. T., & Wigfield, A. (2000). Engagement and Motivation in Reading. Journal of Educational Psychology, 92(2), 308-320.