gw3 - 1. critical reading

8/16/2019 GW3 - 1. Critical Reading

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Critical Thinking and

Reading


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You want to know more: -how something happens,

-why it happens, and further-what will happen if something changes.

Critical thinking therefore requires a consciouslevel of processing, analysis, creation andevaluation of possible outcomes, and re ection

Critical thinking beginswhen you question

beyond what is given .


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You are willing to e amine your beliefs,assumptions, and opinions and weighthem against facts. You are willing toevaluate the generali!ations and

stereotypes you have created and areopen to change, if necessary.

If you’re a critical

thinker ,


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"f you are a critical thinker, you listencarefully to what others are saying and areable to give feedback.

You are able to suspend #udgment until allthe facts have been gathered andconsidered.

Critical thinkers listen

carefully


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"f you$re a critical thinker, you look forevidence to support your assumptions andbeliefs. You e amine problems closely andare able to re#ect information that isincorrect or irrelevant.

Critical thinkers look for

evidence


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drawing conclusions, forming opinions

%Y&'()%"% * redesigning, recreating, putting backtogether in a di+erent way

& Y%"% * e amining, taking apart, breaking down

"C '"/& * using knowledge 0 comprehension1

solving problems

C/2 3)()&%"/&* understanding, paraphrasing, interpreting

4 //2$% ' 5/&/2Y 6 (")3 3C("CC %%"7"C '"/& /7 '() )8) % /7 '("&9"&

9&/; )< ) * naming, recogni!ing, identifying, recallin

g,reciting, etc.

)8 = '"/& * critiquing, rating, grading, assaying,assessing, inferring,

SIMPL

C!MPL"


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"t hierarchy is a sequential organization

It progresses upward from simple to complex

Each level builds upon the preceding level(s)

It is an appropriate concept map of Bloom’s axonomy is pyramidal

in shape! beginning at the base with "nowledge and progressing upward

#t the highest levels there is no one $right% answer

Ex&' hat is your opinion of & & &hat conclusions can you draw from & & &

*ow would you ra te the movie & & &

#nderstanding $loo%’s

Ta&ono%y


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;hich level of 4loom$s 'a onomy are you thinking on when you . . .

>. paraphrase information you #ust read in your history te tbook?

@. summari!e a case study presented in clinical psychology ?

A. write a movie review for )nglish class?

B. prepare a book review?

. recite the ettysburg ddress?

D. work some problems in math?E. make a timeline for the historical period referred to as F'he %tormy %i tiesG?

H. use a microscope to see what kinds of markings an onion skin has.

I. identify a fellow student by name?

>J. translate a story from olish to )nglish?

Check'oint


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>. Comprehension. araphrasing is a simple rewording of information.3ephrase the information for clariKcation or improved understanding.

@. %ynthesis. %ummari!ing requires weeding out of non-essentialinformation then putting the remaining information togethersequentially.

A. )valuation. 3equires opinion. 3eading and reacting to theFfactsG presented.

B. )valuation. Calls for one$s personal response to ideas presented, styleof presentation, etc.

. 9nowledge. 3ote memory requires little if any FthinkingG. "t is simplyrecall of sequential presentation of information.

D. pplication. araphrasing in graphic format*a step abovecomprehension.

E. %ynthesis. 3equires weeding out and organi!ing in order tochronologically arrange events.

H. nalysis. ) amination*e actly what analysis isLI. 9nowledge. utting name and face together*low-level skill.>J. Comprehension. 4eing able to translate indicates understanding Mof

language and materialLN

Check'oint (nswers


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It ) ) )

underlies reading, writing, listening and speaking*basicelements of communication.

plays an important part in social change. "nstitutions in anysociety*courts, governments, schools, businesses*are theproducts of critical thinking.

plays a ma#or role in technological advances.

bla!es a path to freedom from half-truths and deceptions.

*hy Is Critical Thinking

I%'ortant+


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,ow Can !ne $eco%e aCriticalThinker

4y asking pertinent questionsMof self as well as othersN1

4y assessing statements andarguments1

4y developing a sense ofobservation and curiosity1

4y becoming interested inKnding new solutions1

4y e amining beliefs,assumptions, and opinionsand weighing them against truth.

4y developing a Fthinker$s vocabularyG.

4y listening carefully to others, thinkingabout what they say, and givingfeedback1

4y observing with an open mind1

4y making assertions based on soundlogic and solid evidence1

4y sharing ideas with others1

4y becoming an open-minded listenerand reader1

4y engaging in active reading andactive listeningL


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∗ Critical thinking is Fhigher levelG thinking.∗ "t often requires us to think Foutside the

bo G.∗ 2any occupationsO careers require critical

thinking.∗ 'he things we en#oy in everyday society are

the result of critical thinking.∗ 4y adopting certain habits and behaviors we

can learn to think critically.

In other words-


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"n order to read critically,you have to be a criticalthinker.

Research invariably

requires critical reading


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"t is not #ust reading between the lines.

"t$s reading what is stated and unstated by the authorto Kgure out what the author is saying, interpreting thefacts along with the author$s attitude, using impliedmeaning to make accurate assumptions, and drawing

accurate conclusions.

Critical reading is referring to information collection andanalysis with identiKcation of strengths and weaknesses.

Critical Reading


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Critical reading involves a higher level of

sophistication in reading through:analy!ing facts, opinions, and biasstatements

"t also involves a higher level of sophistication inreading by:

synthesi!ing groups of supporting statementsto summari!e or paraphrase, bringingindividual clarity to the piece read

15

Critical Reading


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"n addition, it requires the reader to

evaluate how the information Kts intothe hisOher historical perspective and ifit meets standards of critical reading.

Critical Reading


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*hat are so%e things you can do to

ensure you readcritically

=se the %PA3 method every time youread

Critical Reading


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∗ S urvey ∗ Q uestion∗ R ead∗ R ecall∗ R eview

S./R Method in Reading


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%urvey the document:

scan the contents, introduction, chapterintroductions and chapter summaries to

pick up a shallow overview of the te t.

ook at: 'itles ictures "ntroduction and conclusion 4old or italici!ed print Puestions 7irst and last sentences in paragraphs 7ootnotes

0) S#R1 2


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2ake a note of any questions on the sub#ect

that come to mind, or particularly interestyou following your survey. erhaps scan thedocument again to see if any stand out.

'hese questions can be considered almost asstudy goals - understanding the answers canhelp you to structure the information in yourown mind.

3) .# STI!4


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"f you have been reading critically, you musthave been thinking1 you have something toe press in words."f you are not creating responses to the te t asyou read, paragraph by paragraph, you are notreally thinking. You are merely absorbing the te tand falling into passive reading for information.

'ake the time to #ot down responses, even ifonly a few words, as you write:

Q(uh?Q FYesLG F" donRt knowG Q&ot in the caseof...Q

Q" disagree here because...Q;hen you talk back to the te t, you can

e pand on the authorRs ideas with original ones.

.# STI!450) Talk back to the

author


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'he key to convert yourself from a passive reader to anactive one is simple. You must ask questions, and then you

must try to answer them. "f " tell you, Q'hink about starvation,Q your thoughtsprobably consist of disconnected images of su+ering youhave seen on television. 'here is very little direction impliedin that command.(owever, if " ask, Q(ow could we prevent starvation?Q Yourbrain probably will start whirring, generating lists,considering various approaches to dealing with the issue.Puestions by their very nature generate thinking, providedthat we take the time to try and answer them.%o, as you read, ask F;hy did the author say that?Q /rQ;hat does this part mean?Q sking and answeringquestions forces you to read actively rather than passively.

"t forces you to think, and that is the point of criticalreading.

.# STI!453) (sk questions to the

te&t


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;hat is your attitude toward the issue?;hat are your pre-#udgments about the issue?


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'hink about the author. ;hy do you think the authortakes the position he or she does? "s there a personal

investment in the matter? ;hat larger social,economic, geographical, or political circumstancesmight have in uenced the creation of this piece ofwriting?

3ead between the lines and think about the conte t inwhich the material was originally written and what thatmight mean today. re the original conditions sodi+erent today that they render the argument invalid inother circumstances? /r does it hold #ust as true? ;hy?

.# STI!456) (sk questions about

conte&t


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.# STI!457) (sk questions about

broader i%'lications 'he author asserts that 5 is true. ;hat logicallyfollows if we accept that statement? "deas do note ist in a vacuum1 they spread outward like ripplesin pond water."f an essay asserts that all life is holy, and killingany other living organism is always an absolutewrong, does that imply we should stop usingpesticides to kill bugs? ;e should outlaw y-swatters? 'hat we should cease washing our handswith soap lest we kill innocent bacteria? 'hatcapital punishment is unethical? )uthanasia?;hat follows from that statement if you accept itunconditionally? "f we cannot accept itunconditionally, what e ceptions must we take intoaccount?


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Seek Relevant Connections :

%o what? ;hy does it matter? ;hy should you care? (ow doesthe argument have personal importance to you?


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Make 4otes in the Margin : ;hen you underline ormark important passages, #ot down quick reactions likeQwowLQ /r Qhuh?Q /r Qmaybe.Q Yes, it will reduce theresale value of that te tbook by ten or twenty dollarsat the end of the term, but consider that you arepaying thousands of dollars more in tuition in order toe tract the information within it. 2aking notes will helpyou e tract and remember that material moree+ectively, as well as Knd the e act passage thatconfused or da!!led you. ctive reading implies areaction on your part. "f you have pre#udices againstmarking up a book Mthey are, after all, holy ob#ectsN,use a notepad, or #ot down some ideas on stick notes.

Make your Mark8 (nswer 2our!wn .uestions


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3ead the document.

3ead through useful sections in detail,taking care to understand all the pointsthat are relevant."n the case of some te ts this reading

may be very slow 6 especially if there is alot of dense and complicated information.

'ake notes in concept map format.

/) R (9


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/nce you have read appropriatesections of the document, run throughit in your mind several times.

"solate the core facts or the essentialprocesses behind the sub#ect, andthen see how other information Ktsaround them.

6) R C(LL


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Mark Confusing Sections5 2any students read through atough essay all the way through. ;hen it is complete, they areconfused, but they are unable to indicate what confused them.

s you read, keep note of whether or not you are understandingthe material. s soon as you reali!e you are lost, make a note inthe margin so you can try to remedy your confusion at that

moment.Reread Confusing Sections5 %ometimes, rereading thepassage after some thought is all it takes to make a confusingpassage clear. 'ake the time to slowly re-read it. 'ry rewriting thepassage in your own words once more.

Talk it over with other Readers5 sk other students who haveread the passage to e plain it to you. "f you are both confused,talking about it may be all you need to break the mental barrier.

Slee' on it5 %ometimes putting the essay aside for the day andreturning to it fresh in the morning is a good way to cureconfusion. "t gives your subconscious mind a chance to chew on

the problem.

R C(LL


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/nce you have run through the e erciseof recalling the information, you canmove on to the stage of reviewing it.

3eread the document, e pand yournotes, or by discuss the material withcolleagues.

7) R 1I *


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particularly e+ective method of reviewing information is toparaphrase and summarise the ideas.Para'hrase : )ver read through a diScult passage seven times in arow? 7ind that your eyes slide over the words, but at the bottom ofthe paragraph you canRt remember a single bit of what you read? 'oavoid this tragedy, make a habit of repeating passages in your ownwords. 3eaders do not intellectually possess the sub#ect-matter untilthey make it their own by translating it into their own, familiar

terminology.


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%PA3 is a useful technique for e tracting thema imum amount of beneKt from your readingtime. "t helps you to organi!e the structure of asub#ect in your mind. "t also helps you to set studygoals and to separate important information fromirrelevant data.

'o recapitulate, S./R is a Kve-stage active readingtechnique. 'he stages are:

S urvey . uestion R ead R ecall R eview

>."f you use S./R , you will signiKcantly improve thequality of your reading time.


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(ctivity5

;or (C, signi


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;hat is this paragraph about?;hat e actly is that?;hat is your argument? M'ell me moreN;hat is the evidence Mfor and againstN?;hat does it mean?

(ow does this relate back to the questionas a whole?

*rite questions


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s you read, you transfer what you

understand from the words on the pageinto your own words. Certain aspects of the te t come tothe foreground, while others retreatinto insigniKcance. 2eaning, therefore, is in uenced bywho you are as an individual.

Reading for Meaning


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"t is not important ,!* you annotate, butthat you annotate at all.

'he more you interact with a te t, the moreyour attention and comprehension increases.

nnotations should re ect your reactions to

the te t, questions it raises, new ideas itsuggests, and your reactions to it.

(nnotating >write notes?

9i@erentiate between


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'o non-critical readers, each piece of te tsimply includes facts.Critical readers take interpretation of te tone step further. 'hey ask,

F(ow does this te t convey its main idea?G 'hey move beyond summary to looking athow the pieces of the te t function together.

9i@erentiate betweenfacts vs)

inter'retationAo'inion


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%tatement : 2ary (ad a ittle amb3estatement : 2ary had a lamb that followed

her everywhere.


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n image of innocent devotion is conveyed by the story of alamb$s devotion to its mistress. 'he devotion is emphasi!ed

by repetition that emphasi!es the constancy of the lamb$sactions: Feverywhere that 2ary went the lamb was sure to go.G

'he notion of innocence is conveyed by the image of ayoung lamb being

Fwhite as snow.G4y making it seem that this is natural and good, the

nurseryrhyme asserts innocent devotion as a positive relationship.

(ere you are #ustifying your interpretation using Tevidence$

in the te t, instead of #ust paraphrasing.

(n inter'retation wouldbe-


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'o identify the author$s purpose.

7inding the central idea. "dentifying pertinent supportingdetails.

'o understand tone and persuasiveelements. 'o recogni!e bias.

Boals of Critical Reading


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Identify Line of Reasoning Mangle1 viewpoint1 position held1case madeN

Critically valuate Line of Reasoning Mlogical progression1relevant, contributing 0 suScient propositions1 awed reasoningN

.uestion Surface (''earances MsuScient evidence1 othere planations1 biases1 hidden agendas etcN

Identify vidence in Te&t Mstatistics1 case histories1e periences1 case historiesN

valuate the vidence 6 8alid Criteria Mdate of research1

source1 bias1 allure of numbers1 emotive language1 persuasivelanguageN Identify the *riter’s Conclusions Mtherefore1 so1 hence1 thus1

must1 should1 need to1 recommendN valuate *hether the vidence Su''orts the Conclusions

Mare the conclusions supported by the evidence and argumentpresented?N

Critical Reading Skills


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;hat is the line of argument here?

;ho wrote it? ;hen was the research carriedout? (ow up-to-date is it for the argument putforward?%tatistics 6 use of percentages with no overallnumbers given.

ssumes a causal connection between oneissue and another.=se of emotive language and isolated incidentsMfo N to support argument.

Critical Reading Ti's So%e questions to bear in%ind

whenreading-


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;hen reading a pieceof research article,what do you look for?


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3esearch question

(ypothesis) ploratory goals

ry to understand why the ob+ectives were chosen&

#ssessment should be based on the author,sob+ectives!

-ot on the assessor’s interests&

D. Gile Critical reading 45

0) (#T,!R’S !$D CTI1 S


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'heoretical developmentOlogical testingOempirical /bservationalO) perimental

%urveyO"nterviewO'e t analysisO ab e periment...

*hat did the author actually do +

Could you explain the procedure in a fewsentences ?


3) (#T,!R’S M T,!9


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/) R S#LTS !; T, ST#92

7actsCategories&umbers/pinions

(#T,!RES C!4CL#SI!4S M"f anyN

(ypothesis strengthened or not8aluable method or not

roblems discovered/ther methodsOfurther studies required

47


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!$D CTI1 S3elevant to general issue?=seful?

7easible?

M T,!9M


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7) I4; R 4C S

ogically appropriate?M&o skipping, over-interpreting, over-generali!ingN) plicit, including referencesOe planations?

re facts fully e ploited?%tatistics

C!4CL#SI!44ased on results?M "nferences /9?N



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3ead with a pencil =se a pencil to underline and write inmargins lways write down full references of te t

Mincluding place where availableN ;rite down verbatim important te tsegments rite synopsis of ob+ectives! methods!results and conclusion


PR(CTIC(L (91IC >0?


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;rite down verbatim segments that you are going tocritici!e.

3ead several times any segment that you feel criticalabout to make sure your criticism is #ustiKed.

'ry to get clariKcation from author by writing to himOher.

%ymbols for relative importance Munderlining, UN.

9eyword method. M&ote keywords in the marginN


PR(CTIC(L (91IC >3?


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F'o write better, we must learn toread

better: 3eading is primary.G


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'his owerpoint has been adapted from:3each resources for academic achievement: contact Vlouisville.edu(alvorsen encouraging critical thought in the )7 classroom.ppt&ist, %herrie . and ;illiam III.www.kcmetro.cc.mo.usOlongviewOctacOdeKnitions.htmwww.criticalthinking.orgwww.chiron.valdosta.eduOwhuittOcolOcogsysOcritthnk.htmlwww.calpress.comOcritical.htmlwww.coping.orgOwriteOperceptOintro.htmwww.ute as.eduOstudentOutlcOhandoutsO>B>B.htmlwww.coun.uvic.caOlearnOcrit.html7or additional information about critical thinking development and other topics included in

the on-line modules, please contact Vlouisville.edu, M J@N H @-@A@J, or M J@N H @-DEJD.

R S ! # R C S
mailto:[email protected]:[email protected]

gw3 - 1. critical reading

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