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Critical Reading

Critical Reading. A Review of Critical Reading Tools. Distinguishing between fact and opinion Reading at more than one level Literal—concerns the actual with no “reading between the lines” Interpretive—is concerned with “reading between the lines” and using inference

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Critical Reading

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  1. Critical Reading

  2. A Review of Critical Reading Tools • Distinguishing between fact and opinion • Reading at more than one level • Literal—concerns the actual with no “reading between the lines” • Interpretive—is concerned with “reading between the lines” and using inference • Evaluative—concerns making judgments about the quality of a text

  3. A Review of Critical Reading Tools • Reading Process: • Prereading—involves scanning things like the title or the first sentence of each paragraph and perhaps even reading the first and last paragraphs. • Reading—Involves reading the text word for word, making notes as the reader progresses. • Rereading—involves reading the text again, answering questions raised by previous readings and noticing the text’s structure and the writing choices the author has made.

  4. Additional Critical Reading Tools • Determining the main and supporting points of a text • Descriptive Outlining: • This reading strategy has the student divide the text up into units and for each unit write out in his or her own words what the unit says (its content) and what the unit does (its function). • This tool allows students to more clearly see the writer’s choices and to better differentiate between main idea and support.

  5. Descriptive Outlining Practice • Get out your “Slurring Spanish” article. • Divide the article up into sections. • On a separate sheet of paper (or on the article itself if it will fit), write in your own words what that section of the article says. Then, separately, write down what that section of the article does, what function it serves in the article. • Briefly share your answers.

  6. Summarization • Another tool to help students become better critical readers involves summarizing what he or she has read. • Writing a summary is easy if you’ve already created a descriptive outline and have determined what the main and supporting points are in the text.

  7. Summarization: • To write a summary, first determine what the main point is of the text. Then determine what the supporting points are. • In the first sentence of your summary include the author’s full name, the title of the article, and the article’s main point. • In each following sentence write out each of the supporting points that the author makes. Descriptive outlining helps students to be comprehensive here so that the student doesn’t forget one of the supporting points.

  8. Summarization: • In addition to this basic structure, the student must use signal phrases consistently throughout the summary. A signal phrase is just a phrase that indicates that what is being said is coming from the author and not the student. • A signal phrase would look like this: • According to Rodriguez,…

  9. Summarization • In addition to using signal phrases, the student must make certain that the verbs in the signal phrases (but not necessarily the other parts of the summary) are in present tense. • For example, a student would write • Rodriguez says… • not • Rodriguez said…

  10. Summarization • In addition to the things that are appropriate to put into summaries, there are things that should be excluded from summaries. • A summary should not contain the student’s own personal opinion. For example, if the student were to write the following: • “Rodriguez makes a good point when he writes…” • This is the insertion of the student’s own opinion that the point being made is good. • Also, a summary should not include ideas or examples not included in the original text.

  11. Summarization • To give you a clearer idea of how summaries are put together, look at the “Americanization is Tough on Macho” article in the critical reading section of your Patterns for a Purpose textbook. Then in the same textbook, skip forward to the example summary that a student wrote about this article on page 97.

  12. Summarization Practice • As a form of practice, write a summary of the article “Slurring Spanish.” Make sure that you turn it in after you write your diagnostic on Friday.

  13. An Additional Critical Reading Tool: • One more critical reading tool is double- entry journaling. • With double-entry journaling, the student divides the journal page up into two columns. In the first column, the student writes a quote from the text. In the second column next to the quote, the student writes an explanation of that quote, its context, and its significance.

  14. Double-Entry Journaling for Mango Street • For our class, we will be using this journaling technique for our reading of The House on Mango Street. In one column of the journal the student will write down a selected quotation from the book. In the other column, the student will write down an explanation of the quote as well as an explanation as to how that quotation fits in with the themes we are exploring in the text (Marginalization because of difference largely based on gender, class, or race).

  15. Double Entry Journal Example:

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