Synthesizing theory from literacy scholars with strategies derived from classroom inquiry projects, this book argues for more-and more systematic-attention to the role of reading comprehension in college as a necessary step in addressing the inequities in student achievement that otherwise increase over time. Through a critique of the philosophy behind the Common Core State Standards, the author examines the needs of college-bound high school students and interrogates the nature of remediation
in college, arguing that when supported by rhetorical-reading assignments, students in all first-year writing classes can and should explore complex and enduring texts. Addressing both composition and reading across the curriculum, she demonstrates how faculty in all disciplines and at all curricular levels can improve student outcomes by first deliberately inhabiting the persona of novices, rethinking their assumptions about what students know and can do as apprentices in a field. She also illustrates the limitations of the literary vs. nonliterary text binary through a study of the demands posed by To Kill a Mockingbird, a novel commonly taught in both high school and college. An outline for a two-semester first-year general education course and examples of writing-to-read assignments from a range of disciplines are adaptable across subject areas and institutions.