Critical Thinking: Close Reading of Texts

1. Critical Thinking: Close Reading of Texts Presented by Dr. Cheryl Torok Fleming November, 2013 Based on Paul, R. & Elder, L. (2006). Critical Thinking: Learn the Tools the Best Thinkers Use. Pearson: Upper Saddle River, NJ. Chapter 7, pages 133-187 Be sure your speakers are turned on!

2. Objectives • Discuss the importance of reading skills • Define close reading of texts. • Contrast “deep” reading with superficial reading. • Connect close reading with critical thinking.

3. Every book or text is a potential teacher. • As readers: • We can access the thoughts and ideas of creative and critical thinkers over time. • We can learn the essential meanings of an unlimited number of teachers whose teachings live on in the material they have written. • We can use these ideas productively in our own lives.

4. Importance of Reading Skills • Engage in a disciplined process by which you reconstruct the author’s thinking for yourself. (Paul & Elder, 2006) • Understand the author’s meaning well enough to accurately paraphrase and summarize. • Tie reading skills to writing and listening skills.

5. Deep Superficial • Accurately and precisely summarize a text. • Analyze and synthesize. • Read for understanding. • Vaguely comment on a text. • Understand. • Skim and scan. Deep v. Superficial Reading

6. Requires the ability to: • Clarify purposes • Formulate clear questions • Distinguish accurate and relevant information • Distinguish justifiable from unjustifiable assumptions • Identify significant and deep concepts • Trace logical implications • Identify and think from multiple viewpoints • Reach logical inferences or conclusions

7. “By connecting with the mind of another through reading, we can better discover and refine our own thoughts and ideas.” (Paul & Elder, 2006, p. 138)

8. The Best Readers: • View reading as intellectual work. • Construct a system of meaning when reading a text. • Read sentences in relation to each other. • Read paragraphs in relation to each other. • Relate whole to part and part to whole. • Relate meaning of text to own understanding and experiences.

9. The Best Readers: • Seek to discover the basic idea behind a text. • Relate the ideas of the text to basic concepts or premises of the discipline. • Look for the underlying questions of the text material.

10. Preparation to read • Read title and introduction to the text. • Review chapter headings. • Read objectives of the text/ chapter. • Scan key vocabulary. • Study tables, charts, graphs, diagrams. • Look at pictures and read captions. • View “callouts” or boxes with information. • Read the text or chapter summary.

11. Elements of Thought • Purpose of the text • Basic concepts • Underlying questions • Key assumptions of the author • Point of view • Implications of the text • Reasoning • Inferences or conclusions

12. Own your Reading: Mark the text! • Circle key ideas • Underline definitions • Write marginal notes • Agree, disagree • Question • Point of view • Use symbols to indicate specific problems, ideas, or conclusions

13. Wrap Up Questions • Why am I reading this? • Are there parts I do not really understand? • How can I clarify these parts? • Can I paraphrase what I read? • Are there key words I need to define or look up? • Did I “get” the author’s main point? • Were my questions answered? • Do I need more time or resources to investigate this topic?

14. Questions?

15. Thanks! 2 Timothy 2:2