GSI Award Essays on Teaching Critical Reading;

With more critical reading coverage than any other composition reader, helps students read for meaning and read like a writer, and it guides them to use what they've learned in their writing. Each of the book’s 8 assignment chapters includes a specific guide to reading that challenges students to analyze the authors’ techniques as well as a step-by-step guide to writing and revising that helps them apply these techniques to their own essays.

Techniques and strategies for reading critically ..

A good student will continually develop the ability to read critically. Steps to developing critical reading ability include looking at the topic being read and the issues being addressed. Get a firm idea in your mind of the subject. Ask about the conclusion written by the author. A critical reader will look for the credentials of the author in an attempt to understanding the reasoning.


Learning to Read and Write - Critical ..

Researchers believe that awareness and monitoring of ones comprehension processes are critically important for skilled reading

Even if you’re taking your very first literature class, it’s easy to read critically if you follow our 6-step method. But before you get started, always keep this in mind: reading critically doesn’t mean tearing a work of literature apart. Instead, it means understanding what the author has written and evaluating the success of the work as a whole.

1) Figurative language. As you are reading, make note of expressive language such as similes, metaphors, and personification. Then consider why the author employs these devices. Here’s a brief definition of each term and an example:


So, if one of the best things you can do to develop your ability to think critically is to become conscious of applying a series of questions to whatever you read, then what are some of these questions? The expert answer is that the questions that are important to ask will become evident from the structure of the material you are reading. This, of course, prompts us to ask, "How do the materials provide the questions?" Well, we've already seen a basic form of this through our discussion of the Q step in SQ3R where we translate headings into questions to establish our purpose for reading. Earlier, too, we talked about how the reading we do can be described as belonging to one or more organizational forms such as description of a process, compare and contrast, and so on. If you have been able to tune into the way a reading is organized (and, therefore, into what is likely the author's purpose), then developing questions is really not all that hard. It helps to have a list of possible questions that are applicable in a wide variety of circumstances to get yourself started. And, soon, you will develop specific questions for yourself either as a result of how you are interpretting the material or as a result of other questions you have asked. Strategies for critical reading can vary by discipline, text-type, and the purpose of the particular reading assignment. Textbooks, research reports, epic poems, ethnographies, eyewitness journals, and scholarly articles all demand different processes that we call “reading,” and students may never have thought about employing differential strategies. “Reading critically” is a fairly abstract concept; students are helped greatly when their GSIs explain and demonstrate what it looks like, processes and behaviors, in their particular course context and discipline. When students know more about what you want them to get from a text and how to get it, they will spend their study time far more fruitfully. Their new-found competence can, in turn, motivate them to keep up.This section of the Teaching Guide offers strategies developed by GSIs and faculty members at UC Berkeley for their teaching situations. Some are addressed to GSIs, others to students. It can be very useful to compare how someone in a different discipline from your own conceives of and teaches critical reading. As you look these pages over, think about ways you can encourage students to read critically for your course.Critical reading means that a reader applies certain processes, models, questions, and theories that result in enhanced clarity and comprehension. There is more involved, both in effort and understanding, in a critical reading than in a mere "skimming" of the text. What is the difference? If a reader "skims" the text, superficial characteristics and information are as far as the reader goes. A critical reading gets at "deep structure" (if there is such a thing apart from the superficial text!), that is, logical consistency, tone, organization, and a number of other very important sounding terms.