4.++Authorial+Voice

For the literature review, complete the following analysis: 1. Within the literature review, find and __quote__ two (2) or three (3) representative examples of the author either expressing an opinion or evaluation, or making a claim.
 * __Analysis 4: Authorial voice__**
 * 1. These studies have also suggested that while content area teachers can recognize cognitive difficulties students may be having with text, they do not appear to consider how other factors, such as a student’s beliefs about him/herself as a reader or as a student, may influence them as well, (p.14).

2. "Instead students need to know how to analyze and evaluate information as well as identify the biases in the texts that they read." (p. 15)

3. These problems may result in students behaving in a helpless manner when they encounter reading tasks, failing to monitor their performance and/or apply strategies appropriately and effectively, and may leave some students feeling as though they are not in control of their learning and cannot succeed, (p. 16-17). 4 . "A bleak picture of the ways in which struggling readers engage with texts emerges from these studies (p. 17)."**

2. Which methods do the author use to express opinion or evaluations, or to make claims?

The author surrounds her claim by using references to support the thoughts presented. For the argument four, the author makes a statement of analysis based on the evidence of research reported.**
 * Arguments three and four noted above, are inductive inferences, using claims of interpretation.

3. How does the author view their relationship to their audience, to the field, and to the authors she or he is citing?
 * The author seems to view others as unaware of other factors that impact student learning; this may have been the result of working with a limited case study as opposed to a broad range of teachers. I find it unlikely that all content area teachers are unaware of social/cultural impacts on student learning.**


 * I agree to an extent but knowing this in a dissertation and knowing the audience (dissertation committee), she may not have been concerned with what other content area teachers know or do not know and may just have wanted to capture, as it is a case study, this person's experience with the student in order for the reader to make their own connections.

It does seem like she builds her case based on her assumptions of content area teachers and assertively uses inexact words, such as "maybe" "unlikely" and "it is possible" as a means to safely justify and create her case.**

4. Re-write the selected quotes to make them more mature and sophisticated. 2. Students must be provided a variety of text and be taught how to critically analyze text including the biases and one-sided point of views typically present in content area material. 3. These problems may result in students behaving in a helpless manner when they encounter reading tasks, failing to monitor their performance and/or apply strategies appropriately and effectively, and may leave Some students may feel as though they are not in control of their learning and cannot succeed. 4. Since the research presented suggests that struggling readers do not seek help when encountering problems while reading it becomes imperative to uncover how teachers can positively impact the achievement of struggling readers when they exhibit no signs that help is direly needed.** Comments and Reflections: Our group agreed that we appreciated the authorial voice used by the author. This section of her dissertation was easy to read and easy to comprehend. She left no doubts in our minds as to what her purpose was for this research.
 * 1. These studies may suggest that while many content area teachers recognize cognitive difficulties students may be having with text, some teachers may benefit from an awareness of how other factors, such as a student’s beliefs about him/herself as a reader or as a student, may influence them as well.