What do we mean when we talk about reading? What does it mean to "teach reading"? What place does reading have in the college writing classroom? This work theoretically and practically situates the teaching of reading as a common pedagogical practice in the college writing classroom. As a whole, the book argues for rethinking the separation of reading and writing within the first-year writing classroom - for an expanded notion of reading that is based on finding and creating meaning from a variety of symbolic forms, not just print-based texts but also other forms such as web sites and visual images. The chapter authors represent a range of cultural, personal and rhetorical perspectives including cultural studies, classical rhetoric, visual rhetoric, electronic literacy, reader response theory, creative writing and critical theories of literature and literary criticism.