In her article “The role of reading the Composition Classroom” Nancy Morrow discusses the debate of how and why we read in the composition classroom. She uses anecdotal involving the graduate teaching assistants who were in her teaching practicum were complaining about having to use an anthology of approved essays to teach English. Morrow goes on to elaborate that students become more proactive and responsible during a class discussion when they enjoy what they read. Morrow’s argument then begins to transform from “should we read in the composition classroom?” to “what should we read in the composition classroom?” Each student in the composition classroom must learn how to read, and read critically in order to learn how to write. Marrow goes
