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Becoming a Strong Reader Becoming a Strong Reader First, let’s start with what First, let’s start with what you SEE and examine how the way you SEE and examine how the way we read is changing our brains. we read is changing our brains.

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Page 1: Becoming a Strong Reader First, let’s start with what you SEE and examine how the way we read is changing our brains. First, let’s start with what you

Becoming a Strong ReaderBecoming a Strong Reader

First, let’s start with what you SEE and First, let’s start with what you SEE and examine how the way we read is changing our examine how the way we read is changing our brains.brains.

Page 2: Becoming a Strong Reader First, let’s start with what you SEE and examine how the way we read is changing our brains. First, let’s start with what you

Becoming a Strong ReaderBecoming a Strong Reader

Which of the following examples do you find Which of the following examples do you find the most credible?the most credible?

Page 3: Becoming a Strong Reader First, let’s start with what you SEE and examine how the way we read is changing our brains. First, let’s start with what you

Example A:Example A:

““Another good example of the devastating power of Another good example of the devastating power of immigration is the incredibly rapid dispossession of immigration is the incredibly rapid dispossession of the Palestinian people by a massive Jewish the Palestinian people by a massive Jewish immigration invasion and then when their numbers immigration invasion and then when their numbers became great enough, dispossession by force and became great enough, dispossession by force and terror. Palestinians in Israel who owned 95 percent of terror. Palestinians in Israel who owned 95 percent of the land in 1945, now own less than 5 percent. And in the land in 1945, now own less than 5 percent. And in 1967 Israel expanded her borders again and put about 1967 Israel expanded her borders again and put about one and one-half million people under an oppressive one and one-half million people under an oppressive military occupation. The West Bank and Gaza are military occupation. The West Bank and Gaza are really nothing more than a huge concentration really nothing more than a huge concentration camps.” camps.”

Page 4: Becoming a Strong Reader First, let’s start with what you SEE and examine how the way we read is changing our brains. First, let’s start with what you

Example BExample B

““The Germans [who come to the United The Germans [who come to the United States] . . . are generally of the most ignorant States] . . . are generally of the most ignorant stupid sort of their own nation.”stupid sort of their own nation.”

Page 5: Becoming a Strong Reader First, let’s start with what you SEE and examine how the way we read is changing our brains. First, let’s start with what you

Example CExample C

““There comes a time in every father's life when he There comes a time in every father's life when he has to step back and let his children start thinking for has to step back and let his children start thinking for themselves. You boys are getting older now, and your themselves. You boys are getting older now, and your mother and I won't always be there to remind you mother and I won't always be there to remind you about us and them. Before long, you'll both be off at about us and them. Before long, you'll both be off at college, so I hope you've been paying attention to all college, so I hope you've been paying attention to all the things I've told you kids about Mexicans, Arabs, the things I've told you kids about Mexicans, Arabs, and the blacks. . . . It's time you started making and the blacks. . . . It's time you started making bigoted, hateful judgments about other races for bigoted, hateful judgments about other races for yourselves.”yourselves.”

Page 6: Becoming a Strong Reader First, let’s start with what you SEE and examine how the way we read is changing our brains. First, let’s start with what you

Does it make a difference . . .Does it make a difference . . .

. . . to know the context and the character of the . . . to know the context and the character of the author? Consider this:author? Consider this:

Page 7: Becoming a Strong Reader First, let’s start with what you SEE and examine how the way we read is changing our brains. First, let’s start with what you

Example A: David Duke, 2008Example A: David Duke, 2008

White supremacist and former KKK Grand White supremacist and former KKK Grand WizardWizard

Formed the NAAWP (National Association Formed the NAAWP (National Association for the Advancement of White People)for the Advancement of White People)

Anti-defamation League Anti-defamation League

calls him “racist, calls him “racist,

antisemitic, sexist and antisemitic, sexist and

homophobic”homophobic”

Page 8: Becoming a Strong Reader First, let’s start with what you SEE and examine how the way we read is changing our brains. First, let’s start with what you

Example B: Ben Franklin, 1753Example B: Ben Franklin, 1753

One of the Founding Fathers of our countryOne of the Founding Fathers of our country Diplomat, inventor, author, statesmanDiplomat, inventor, author, statesman

Page 9: Becoming a Strong Reader First, let’s start with what you SEE and examine how the way we read is changing our brains. First, let’s start with what you

Example C: The Onion, 2009Example C: The Onion, 2009

Fake news organizationFake news organization Offers satirical commentary on world events in Offers satirical commentary on world events in

a style similar to a style similar to The Daily ShowThe Daily Show or or SNLSNL

Page 10: Becoming a Strong Reader First, let’s start with what you SEE and examine how the way we read is changing our brains. First, let’s start with what you

How to READ.How to READ.No, seriously.No, seriously.

You need to know this.You need to know this.(READING is not just skipping through (READING is not just skipping through

the text, merely acknowledging that there the text, merely acknowledging that there are, in fact, words on a page. Real reading are, in fact, words on a page. Real reading

will make you a better writer.)will make you a better writer.)

Page 11: Becoming a Strong Reader First, let’s start with what you SEE and examine how the way we read is changing our brains. First, let’s start with what you

What to consider: REALMWhat to consider: REALM

Colorado State University has come up with a brilliant Colorado State University has come up with a brilliant acronym to help you remember what to look for when acronym to help you remember what to look for when doing rhetorical analysis. It’s called doing rhetorical analysis. It’s called REALMREALM:: READERREADER ESSAYESSAY AUTHORAUTHOR LIMITATIONSLIMITATIONS MOTIVATIONMOTIVATION

(please note that on the following slides I quote directly (please note that on the following slides I quote directly from Writing@CSU Teaching Guide)from Writing@CSU Teaching Guide)

Page 12: Becoming a Strong Reader First, let’s start with what you SEE and examine how the way we read is changing our brains. First, let’s start with what you

READERREADER

Can you define the probable readers in terms Can you define the probable readers in terms of age, gender, occupation, education, position of age, gender, occupation, education, position of power? What values do target readers share of power? What values do target readers share with the writer? What range of positions might with the writer? What range of positions might target readers hold before reading? target readers hold before reading?

Page 13: Becoming a Strong Reader First, let’s start with what you SEE and examine how the way we read is changing our brains. First, let’s start with what you

ESSAYESSAY

What features of the text seem most crucial to What features of the text seem most crucial to understand--the claim, the arrangement of understand--the claim, the arrangement of arguments, the supporting evidence, the arguments, the supporting evidence, the appeals, the style? What features of the essay appeals, the style? What features of the essay make it a more convincing or persuasive make it a more convincing or persuasive argument? What parts of the text are most argument? What parts of the text are most difficult to read? Why? What parts are most difficult to read? Why? What parts are most appealing? Why? appealing? Why?

Page 14: Becoming a Strong Reader First, let’s start with what you SEE and examine how the way we read is changing our brains. First, let’s start with what you

AUTHORAUTHOR

What do you know about this author? What What do you know about this author? What specific qualifications does the author present specific qualifications does the author present to build credibility with the target audience? to build credibility with the target audience? What appeals to the author’s character do you What appeals to the author’s character do you see in the essay? In what ways does the author see in the essay? In what ways does the author identify with the readers? Does this level of identify with the readers? Does this level of audience connection help the essay? How? audience connection help the essay? How?

Page 15: Becoming a Strong Reader First, let’s start with what you SEE and examine how the way we read is changing our brains. First, let’s start with what you

LIMITATIONSLIMITATIONS

Given what you can discern about target Given what you can discern about target readers, what limitations does that audience readers, what limitations does that audience impose on the writer? How do the author’s impose on the writer? How do the author’s background knowledge and experience limit background knowledge and experience limit the argument? How do the author’s character the argument? How do the author’s character or values limit the argument? How does the or values limit the argument? How does the larger context (its history or its social, larger context (its history or its social, political, and economic context) of the political, and economic context) of the argument constrain the writer? argument constrain the writer?

Page 16: Becoming a Strong Reader First, let’s start with what you SEE and examine how the way we read is changing our brains. First, let’s start with what you

MOTIVATIONMOTIVATION

What seems to have prompted the writer to What seems to have prompted the writer to present this argument? What, if any, is the present this argument? What, if any, is the writer’s history of work on this topic? What writer’s history of work on this topic? What event might have prompted the writer? What event might have prompted the writer? What value(s) might have sparked this essay? value(s) might have sparked this essay?

Page 17: Becoming a Strong Reader First, let’s start with what you SEE and examine how the way we read is changing our brains. First, let’s start with what you

Let’s apply this to text & musicLet’s apply this to text & music

Go to REALM practice: excerpts from Go to REALM practice: excerpts from “Digital Intimacy” and “Digital Witness” on “Digital Intimacy” and “Digital Witness” on CanvasCanvas


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