Critical Reading: Reading As a Writer

Chapter Two in your textbook, From Inquiry to Academic Writing, explores the ways we approach a text as scholars: that is, not simply by allowing our eyes to pass over the text, but to become active, engaged readers. Active reading is critical to becoming a skilled and astute writer. This post will cover the three crucial roles you will hone this semester: that of reader, of writer, and of researcher. 

Three reasons for reading:

Reading for leisure

Reading for information

Close, scholarly reading

Even as a casual reader, you notice how the author uses language, what sorts of evidence s/he uses, examples s/he presents.

Expands vocabulary at the very least; but as a scholar you should pay attention to the rhetorical strategies an author uses to persuade readers.

Critical Reading Involves

Annotating (taking notes)

Actively thinking about your response (building a dialogue)

Steps to Critical Reading:

Skimming (Noting context clues, bold type, unfamiliar words, etc.)

Reading the text once for information

Reading again for further understanding

Annotating (where reading becomes a step in the writing process

Summarizing

Rhetoric—the way language is used to persuade

Discourse—Literally ‘discussion’ but usually used in the context of a dialogue in a specific genre.

Writing—Described in several ways

A social act

A mode of communication

A way of sharing ideas/weighing in on an issue

Performance

Argument

Goal in argument is not to shout down an opponent but to enter into a conversation and demonstrate your position as true and valid.

The Rhetorical Analysis and the Summary are critical because they reinforce the fundamental components of doing research: being able to read (and annotate a writer’s work, and to be able to condense an argument in your own words).

Parts of Argument

• Claim
• Evidence
• Warrant

When evaluating a text, consider

·      The Writing Situation

·      Author’s Purpose (To enlighten, to educate, to call to action)

·      Author’s Audience (Peers, language fits the audience and          purpose)

·      Occasion/Purpose for Writing: A problem exists/proposal of a solution

Appeals/Fallacies

Ethos, Logos, Pathos – when employed skillfully can be persuasive; when not, can slip into fallacy

Writing—Described in several ways

• A social act
• A process
• A mode of communication
• A way of sharing ideas/weighing in on an issue
• Performance

Writing and Reading combine to form Research

• Analyzing/Evaluating Sources
• Generating ideas: moving from a general topic to a specific research question
• Strengthening the research question, developing a thesis

As you read E.D. Hirsch’s Preface to Cultural Literacy, consider

• Any words, phrases, or expressions that stand out
• The writer’s attitude/tone; how can you tell?
• What is the occasion for his writing? What perceived problem does he suggest?
• What is his claim and purpose?
• Whom or what does he criticize?
• How does the writer structure his argument? In other words, what information does he offer—and in what sequence? What examples or evidence does he use?
• How effective is his project? Do you feel resistant or accepting?

You may access an e-copy of Hirsch's essay here.