We know that students come to college with partial understandings of how to write effectively and will learn new ways to approach college writing demands in our courses. But students also come to college with only partial understandings of how to read deeply, effectively, generously, and critically. To what degree is student difficulty with writing grounded in trouble with reading? This session, led by Christiane Donahue, will present new research about college students’ reading and explore concrete strategies for supporting student reading as part of writing instruction. Lunch will be served.

Register: Libcal.dartmouth.edu