CHAPTER Helping Students Read Difficult Texts Whenever faculty get together to talk about student writing or eit ns of student rea: About reading, our students are trying to Of a worm fisherman. We have to do more than take our students students, of course, have learned to read in the sense of achieving basic literacy, Except for an occasional student with a reading dis- ts do not need to be taught reading in this er they need to leazn how to fish academic an anything th plumbed before. What factors send them ‘demic reading frustrated by the expense ofthe catch? Ian identify ten contributiifferent purpose—one for gist, one for main ideas, one for detail, land one for inference and application, He discovered that good readers varied their reading speed app: spending the ‘same speed. As Sternberg putsit, poor readers “do not discriminateas in their reading function of reading purpose” (p. 186). The lesson here is that we need to help students learn when to rea fast and when to read slowly. ructure of an Argument Unlike experts, inexperienced readers are less apt to chunk com- lex mata ino crept with rable facons, They not to catch those ideas but rather to tame them into something familar to turn sea monsters into canned tuna. The insight of cog ing before walking, and we as teachers need to adopt appropriate strategies for dealing with them, 5. Difficulty in Appreciating a Text’s Rhetorical Context arly prestige of different journals and presses, and the significance