Haas and Flower 2

After my second reading of Haas and Flower, I really didn't notice a difference. I understood the material quite well, but marking it up helped me notice important parts of the research. Throughout my first reading of Haas and Flower, I didn't really take a lot of time to read it, but the second reading made me appreciate the information more. I found it more interesting and it made it easy to develop questions from. It was an interesting article and they were well researched, but I can't help but think that reading aloud may not exactly reflect how well a reader comprehends. I know that if I had to read aloud and say every thought that came to my mind I would get very distracted and it would not be a good reflection of exactly how well I'm obtaining the information. I know that the readers who were "mature" may have been more experienced and their thoughts more organized, but there may have been a "mature" reader who didn't know or understand the idea of the experiment.

Haas and Flower 1

1. Why are constructive readers only experienced readers? May it be true that less experienced readers do read constructively but on a lower level?
2. Although thinking-aloud, may it be that lower level readers are thinking critically, but are unable to communicate it by thinking-aloud?
3. Thinking-aloud may seem effective, but because it allows the reader's mind to wander, may this help the reader focus on other topics besides what they are reading? If so, does this really improve a readers skills or degrade their skills?
4. How did the "mature readers" gain these skills? Have they been reading aloud for a long time or have they just been reading harder works? If they haven't been reading aloud, how should "immature readers" learn to read maturely? Should they read aloud, continue to read silently, read harder pieces, etc.?

Murray Writing Style

Murray's writing style in his article is very informal. People may think this because of the simple words that he uses or even the style, there is really nothing complex about it. An example may be of when Murray talks about where is voice comes from; he describes it in such a way that any student of any reading ability can understand what he is saying. Also, the quotes that he chooses are also not complex, yet relate well to what Murray is writing about. I believe Murray did this because he really wants his audience to think about themselves as writers. His goal is to allow the audience to realize where their voice comes from; he knows that his audience doesn't care about where his voice came from. He doesn't want his audience to be challenged by the complexity of his work and not fully understand what he wants them to comprehend.

Peer Review

Between the first time and second time I edited papers, it seemed to become a little easier. I understood exactly what was expected of me and what I should be looking for. But, during the first revision time, I only did what was asked on the papers. I didn't mark up on the person's paper at all. The second time around I really looked at there paper a little better. Also, I was able to read my own copy of their work the second time.