The Role of Reading in Writing Studies: Historical, Contemporary, and Aspirational Perspectives

Author

Natacia Jill Faulkner

Date

2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

English

Committee Chair

Joseph Jones

Committee Member

Scott Sundvall

Committee Member

William Duffy

Abstract

The “reading problem” within composition, and now writing studies, has lingered despite numerous attempts by a small, dedicated group of scholars to define college-level reading expectations and prioritize reading theory, pedagogy, and assessment more prominently in disciplinary research. This dissertation contributes to the disciplinary scholarship on reading by providing evidence-based insights into the perspectives and practices of a small group of writing instructors from two open-admissions institutions, sites previously identified as being marginalized in discussions of integrated reading and writing instruction. The investigator created and distributed the “Reading in Developmental Writing/ First-Year Writing Instructor Survey” to full-time and adjunct first-year writing (FYW) and developmental writing (DEVW) instructors at these sites to obtain data for this project. Twenty-five instructors completed the online survey. Six instructors granted follow-up interviews to illuminate their survey responses. The discussion of the survey and interview results further enriches the reanimated dialogue surrounding reading’s disciplinary revival by presenting ways writing studies scholars teaching in open admissions institutions can reimagine the role reading should ideally play in the curriculum and identifying ways first-year and developmental writing instructors can intentionally structure courses grounded in integrated reading and writing practices. Instructor data from this case study suggests the importance of clearly articulating reading expectations and explicitly connecting writing assignments with assigned readings during the transitional period when students are taking developmental and/or first-year writing courses. This study further shows that even though many of the instructors who participated are following best practices by incorporating integrated reading and writing instruction into their courses and doing so despite disparate graduate training and professional development, there are still aspirational goals for reading instruction that merit further consideration. The study also reconsiders reading as rhetorical invention and the role it might play in uniting student reading with writing while presenting a new theory of transitional college-level reading more locally and contextually derived from the qualitative research findings. This dissertation concludes by examining the overall implications of the study and identifying areas deserving of further research. .

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest.

Notes

Embargoed until 11-13-2026

Recommended Citation

Faulkner, Natacia Jill, "The Role of Reading in Writing Studies: Historical, Contemporary, and Aspirational Perspectives" (2024). Electronic Theses and Dissertations. 3663.
https://digitalcommons.memphis.edu/etd/3663