Strategies for Critical Reading & Writing

Strategies forCritical Reading & Writing Aurora Tsai University of Hawaii ELI 83

Be an ACTIVE reader • As you read each paragraph of an article, write a SHORT summary/notes next to it toremind you about what that paragraph is about

Be an ACTIVE reader • Underline or highlight key points of the passage

What are KEY points? • Introduction • Why the study is important, the framework • Research Questions • Methods --> what’s worth commenting on? • Participants: number, male or female?, background • Where/Howwas data was collected? • Results • any significant findings, differences, correlations, etc. • Discussion • Author’s conclusions/interpretations

Let’s try it! Open Swales and Feak to p. 197 -->Read the Introduction • Write your own summary or “reminder” notes on the side • Highlight or underline key points

So you’ve taken notes and highlighted . . Now, How do I start writing?

Brainstorm 3.) Take a look back at what you’ve highlighted, and write down IN YOUR OWN WORDS what you liked/disliked about the study

Paragraph/Section Themes • Group your notes into themes • Chronologically; in order (intro, methods, results, discussion, conclusion) • By Research Question or Claim • e.g., one section of paper devoted to how the author provides evidence for his first claim, another section of your paper about how he answers his second claim • A few focus areas- X, Y, and Z needed improvement, but you liked A, B and C.

Paragraph/Section Themes This generally forms the “meat” (center part) of your paper, but don’t forget to write the introduction and conclusion of your paper as well! For today we’ll focus on writing the meat of your paper . . .

Expressing Opinions in Academic Writing • Look at Unit 6, Swales and Feak for good examples.(p. 184-185) • “. . . it demonstrated the authors’ attention to detail and ability to link ideas and concepts throughout the book.” • “Each chapter ends with a chapter summary, and a number of them contain helpful case studies that pertain to topics covered in each chapter.”

Creating a Skeletal Phrase • The article demonstrated the author’s ________. • provided, explained • Each chapter ______ and contain helpful ______. • useful, important, interesting, clear, detailed, up-to-date

Negative Critiques Pg. 196 • Although the researchers use a large number of participants (N=1000), they only study one school environment. Consequently, the results cannot be generalized. • The author suggests that journal articles written in languages other than English may have limited impact; however, he fails to see the advantages of more publications being available in English.

Creating a skeletal phrase • Although the authors (do a good job at) _______, they (are limited by) ______. Consequently, ____. • The author suggests that _____; however, he fails to _______.

More Skeletal Phrases . . . • Swales and Feak, p. 207 • [Author names] present a plausibel case that . . . Less adepquate is their discussion of . . . • [Author names] take on the difficult task of . . . Unfortunately, . . . • [Author names] present an important discussion of . . . Although we may not agree on all the issues raised in the article, we praise the authors for . . .

Let’s try it! Take a look back at the notes you wrote on p. 197-198. • Brainstorm what you liked or disliked about the study • Use skeletal sentences to write your own opinion(s) about what you read on these pages. • 2-3 sentences!

Strategies for Critical Reading & Writing