Reading to Write (Hirvella, Ch. 4)

Discussion Questions:

1. Hirvella maintains that the reason for choosing the direct or indirect model of reading could be determined by the distinction between conscious learning and subconscious acquisition. Can you think of other situations/reasons that can help writing teachers make such a decision? Can class time constrain possibly be of their concerns?

2. The direct and indirect models of reading elaborated in the chapter are often associated with Krashen’s notion of learning and acquisition. Do you agree that it can also be assumed that they are associated with accuracy and fluency? Can we suggest that the direct model with all its variety is closely linked to accuracy-oriented teaching in the sense that accurate or appropriate forms are learned explicitly? If not, in what ways are they different?

3. The direct model of reading in general refers to transforming our habit of reading for information (mainly an unconscious process) into reading for structures, forms, genres, etc. What are some potential difficulties, if any, that may be encountered by L2 readers that are different from those encountered by L1 readers during this process? How would they overcome such difficulties? Can you think of other strategies not outlined in the chapter that could help teachers implement these two models of reading in their classroom?

4. Do you think the concept of mining is helpful? Doesn’t it suggest that all the things students need from a text are readily there to be harnessed? Discuss this in light of Stuart Greene’s (1993) notion of “spectator role” and “participant’s role”.