CRITICAL ENGAGEMENT IN ACADEMIC ENGLISH

1. CRITICAL ENGAGEMENT IN ACADEMIC ENGLISH Jaimie Scanlon http://www.flickr.com/photos/enerva/4302079406

2. http://www.flickr.com/photos/24730273@N03/3827157346

3. http://www.myonlinemaps.com/images/vermont-map.gif

5. http://www.flickr.com/photos/pethier/148314179

6. Strength Support Safety http://www.flickr.com/photos/pethier/148314179

7. CRITICAL ENGAGEMENT IN ACADEMIC ENGLISH Jaimie Scanlon http://www.flickr.com/photos/enerva/4302079406

8. CRITICAL

9. ENGAGEMENT

10. http://www.flickr.com/photos/enerva/4302079406

11. http://www.flickr.com/photos/michellebutler/2689959263

12. http://www.flickr.com/photos/bc-burnslibrary/6772252993

13. http://slitech.files.wordpress.com/2010/06/engaged-students

14. http://www.flickr.com/photos/vermazeren

15. Critical Thinking and Critical Engagement

16. http://www.flickr.com/photos/robertgrounds/6311298744

17. BLOOM’S TAXONOMY

18. a. Bloom’s what? Never heard of it. b. Hmm. . . Rings a bell. I have a vague memory of that. c. I know it well. It’s like an old friend I’ve been meaning to contact. d. Are you kidding? It’s practically my life philosophy!

26. A few resources: http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/ http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy http://d118.org/district/curriculum/initiatives/Blooms-taxonomy.pdf Source: Jessica Pilgreen http://meandmylaptop.weebly.com/2/post/2012/07/simplified-blooms-taxonomy-visual.html

28. 1 SUMMARIZING: “The Core” of Critical Engagement John Goshert – Entering the Academic Conversation

29. Students become e__ __ __ __ __ __ on the content,

30. develop skills for explaining information accurately,

31. anticipate their own critical responses,

32. and gain c_ _ _ _ _ _ _ _ _ to “enter the academic conversation.”

33. SSS: reading skills, identifying main ideas, supporting info, identifying effective summaries, note-taking and text-marking skills, practice, reported speech, academic vocabulary http://www.flickr.com/photos/pethier/148314179

34. http://www.flickr.com/photos/kinjosan/1671058402 -- Make it a habit.

35. 2 ANALYZING: Critical Literacy & Information Literacy

36. Students examine how information is organized in academic texts,

37. how to determine the rel __ __ __ __ __ __ __ __ of sources,

38. and focus on research ethics and scholarly int __ __ __ __ __ __.

39. SSS: information literacy, compare rhetorical styles, distinguish between points/texts that are well/poorly supported, academic language http://www.flickr.com/photos/pethier/148314179

40. Read/Listen with the grain. Read/Listen against the grain. • Is the information accurate? well-supported? • Where is the author/speaker most convincing? • Which examples and evidence best support the author’s claims? • Where has the author overlooked other perspectives or avoided challenges to claims?

41. http://www.flickr.com/photos/kinjosan/1671058402 -- Make it a habit.

42. 3 EVALUATING: Focusing on v_ _ _ _ _

43. Students distinguish between facts and o__ __ __ __ __ __ __,

44. examine content in the context of their own values and beliefs,

45. react and respond to ideas; express and s__ __ __ __ __ __ their own opinions.

46. SSS: materials selection: compelling, current, relevant, targeted work on rhetorical “moves”, supporting opinions, academic language http://www.flickr.com/photos/pethier/148314179

47. Read/Listen with the grain. Read/Listen against the grain. • Where do you agree/disagree, and why? • How does the author/speaker encourage you to think differently or change your mind about an issue?

48. “This purposeful summary–response process motivates [students] to break free of simplistic commentary (“I liked it,” “I don’t agree,” and so on) and express [themselves] with meaningful, active participation in an academic conversation.” John Goshert, Entering the Academic Conversation

49. Three-column Reading Log

50. http://www.flickr.com/photos/kinjosan/1671058402 -- Make it a habit.