critical reading - karlstad universitynon-critical reading is satisfied with recognizing what a text...
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Critical Reading
06/11/2014 APS - Critical Reading 2
Critical Reading
Reading as a Dialog
All reading is an active, reflective, problem-solving process. We do not simply read words; we read ideas, thoughts that spring from the relationships of various assertions.
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Critical Reading Dan Kurland's www.criticalreading.com
Non-critical reading – To non -critical readers, texts provide facts.
Critical reading – to recognize an author’s purpose – to understand tone and persuasive elements – to recognize bias
facts + interpretation
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Critical Reading Dan Kurland's www.criticalreading.com
Non-critical reading is satisfied with recognizing what a text says and restating the key remarks.
Critical reading goes two steps further. Having recognized what a text says , it reflects on
what the text does by making such remarks. – Is it offering examples? Arguing? – Appealing for sympathy? – Making a contrast to clarify a point?
Finally, critical readers then infer what the text, as a whole, means , based on the earlier analysis.
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Critical Reading Dan Kurland's www.criticalreading.com
What a text says – restatement – talks about the same topic as the original text
What a text does – description – discusses aspects of the discussion itself
What a text means – interpretation — analyzes the text and asserts a meaning for the text as a whole
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Critical Reading Dan Kurland's www.criticalreading.com
Restatement generally takes the form of a summary, paraphrase, or précis – when learning the definitions and concepts of a
new discipline, – when there is agreement on the facts of a
situation and their interpretation, – when a text is taken to offer a complete and
objective presentation, or – when the word of a specific author or source is
accepted as authoritative.
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Critical Reading Dan Kurland's www.criticalreading.com
Description – what topics are discussed? – what examples and evidence are used? – what conclusions are reached?
We want to recognize and describe how evidence is marshalled to reach a final position, rather than simply follow remarks from sentence to sentence.
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Critical Reading Dan Kurland's www.criticalreading.com
Interpretation – This final level of reading infers an overall meaning. – We examine features running throughout the text to see
how the discussion shapes our perception of reality. – We examine what a text does to convey meaning:
how patterns of content and language shape the portrayal of the topic and how relationships between those patterns convey underlying meaning.
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Critical Reading Dan Kurland's www.criticalreading.com
Goals
– to recognize an author’s purpose – to understand tone and persuasive elements
– to recognize bias
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Critical Reading Dan Kurland's www.criticalreading.com
Notice that none of these goals actually refers to something on the page. Each requires inferences from evidence within the text:
recognizing purpose involves inferring a basis for choices of content and language
recognizing tone and persuasive elements involves classifying the nature of language choices
recognizing bias involves classifying the nature of patterns of choice of content and language
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Critical Reading Dan Kurland's www.criticalreading.com
Critical reading is not simply close and
careful reading. To read critically, one must actively
recognize and analyze evidence upon the page.
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Critical Reading Dan Kurland's www.criticalreading.com
what to look for ( analysis ) and how to think about what you find ( inference )
The first part —what to look for— involves
recognizing those aspects of a discussion that control the meaning.
The second part —how to think about what you find— involves the processes of inference, the interpretation of data from within the text.
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Critical Reading Dan Kurland's www.criticalreading.com
All reading is an active, reflective, problem-
solving process. We do not simply read words; we read ideas,
thoughts that spring from the relationships of various assertions.
06/11/2014 APS - Critical Reading 14
Critical Reading Dan Kurland's www.criticalreading.com
Writing – what we say (content), – how we say it (language), and – the flow from one assertion to another, how ideas
connect to one another to convey broader meaning (structure).
Structure – Time narrative – Argument development (facts + assertions)
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Critical Reading Dan Kurland's www.criticalreading.com
IDEAS – providing appropriate and sufficient arguments
and examples? – choosing terms that are precise, appropriate, and
persuasive? – making clear the transitions from one thought to
another and assured the overall logic of the presentation
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Critical Reading University of Toronto http://www.utoronto.ca/writing/critrdg.html
don't read looking only or primarily for
information do read looking for ways of thinking about
the subject matter
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Critical Reading University of Toronto http://www.utoronto.ca/writing/critrdg.html
First determine the central claims or purpose
Begin to make some judgements about context
Distinguish the kinds of reasoning the text employs
Examine the evidence (the supporting facts, examples, etc) Critical reading may involve evaluation.
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Critical Reading Pearson - http://occawlonline.pearsoned.com/bookbind/pubbooks/lardner_awl/chapter1/custom5/deluxe-content.html
The Process: Reading & Annotating Recall your purpose.
– What are you looking for? – How will you use what you find? Identify the weave of the
text: – Double underline the author’s explanation of the main
point(s) and jot "M.P." in the margin. (Often, but not always, a writer will tell an engaged reader where the text is going.)
– Underline each major new claim that the author makes in developing the text and write "claim 1," "claim 2," and so on in the margin.
06/11/2014 APS - Critical Reading 19
Critical Reading Pearson - http://occawlonline.pearsoned.com/bookbind/pubbooks/lardner_awl/chapter1/custom5/deluxe-content.html
– Circle major point of transition from the obvious (subtitles) to the less obvious (phrases like however, on the other hand, for example, and so on).
– Asterisk major pieces of evidence like statistics or stories or argument note in the margin the kind of evidence and its purpose, for example, "story that illustrates claim."
– Write "concl." in the margin at points where the writer draws major conclusions. Locate passages and phrases that trigger reactions.
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Critical Reading Pearson - http://occawlonline.pearsoned.com/bookbind/pubbooks/lardner_awl/chapter1/custom5/deluxe-content.html
– Put a question mark next to points that are unclear and note whether you need more information or the author has been unclear or whether the passage just sounds unreasonable or out-of-place.
– Put an exclamation point next to passages that you react to strongly in agreement, disagreement, or interest.
– Attach a post-it note next to trigger passages and write a brief reaction as you read.
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What Next?
Building Models – expectations 1. Introduction 2. Background 3. Experiment / Project 4. Results / Outcome – Evaluation 5. Conclusion – References – Appendices
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Structure
The main idea of a text (the “red thread”) – I will show X – stated in the abstract – stated in the introduction – supported by rest of the text – reiterated in the conclusion
intro
survey
exp
result
concl
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Organisation - mindmaps
Main idea
Related idea 1 Related idea 2
Related idea 4 Related idea 3
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Summary: Critical Reading
DIALOG facts + interpretation What a text says –
restatement What a text does –
description What a text means –
interpretation
recognizing purpose recognizing bias ways of thinking evidence + evaluation annotate texts models – red thread mindmapping goal oriented aware
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