Reading Critically
How does reading critically differ from evaluating?
Questioning what a source says and means focuses my attention on making sense of the source. Evaluating a source questions its reliability and how well it meets my needs.
How can I use my research question to read critically?
My research question will focus my attention on my issue. It also provides a basis for developing a position on the topic. My position serves as an answer to my research question, which will lead into my thesis statement. I must develop a position statement by brainstorming or free writing in response to my research question.
How can I read with an attitude?
Approach my sources with my writing situation in mind. Think about my research question, position statement; purpose and role; writers interests, values, and beliefs. The type of document I am writing, and the context it will be read in. Requirements, limitations, and opportunities.
How can I use my research question to read critically?
My research question will focus my attention on my issue. It also provides a basis for developing a position on the topic. My position serves as an answer to my research question, which will lead into my thesis statement. I must develop a position statement by brainstorming or free writing in response to my research question.
How can I read with an attitude?
Approach my sources with my writing situation in mind. Think about my research question, position statement; purpose and role; writers interests, values, and beliefs. The type of document I am writing, and the context it will be read in. Requirements, limitations, and opportunities.
Relate to my research question and position statement. Are the information, ideas, arguments relevant? Does this source present information, ideas, arguments that make me rethink my research question or position statement? Does the source provide new information? Does it offer a new perspective?
My readers needs, interests, values, and beliefs must be kept in mind while writing. Would my readers be interested in this source's information? Would they find it convincing or compelling? Would they benefit from a review of the argument and evidence? And how would they respond to it?
Considering the conventions associated with the type of document I have decided to write. What type of evidence is usually provided in this context? Will I be expected to provide illustrations? How are the documents organized?
The design of my document and the context in which it will be read. Does this source provide a useful model for designing my document? Does the source help me understand how to address the context it will be read in?
My requirements and limitations. If I find useful information in a source can I follow it up with additional research? Do I have time? How much information can I use? Will readers want a general overview or a detailed report?
My Opportunities. Ask whether the sources I am reading provide any possibilities I have not yet discovered to improve upon the work of others.
What strategies can I use to read actively?
Interact with sources considering them in light of your developing position on the subject. Identify key information and write questions in the margins.
Mark sources using a highlighter, or pen. Attach notes.
Annotate sources, indicate whether or not I agree with the ideas expressed.
Take notes to keep track of ideas.
What should I pay attention to as I read?
Identify the type of source. Who was it written by? Is there bias involved? Is it an opinion or a objective summary of an argument?
Identify primary and secondary sources. Primary sources are ones produced by the observer of an event. Poems, diaries,, interviews, reports are all primary sources. Secondary sources comment on or interpret an event using primary sources as evidence.
Identify main points. Usually the main point will be expressed in the form of a thesis statement. Understand as I read what the author wants the reader to know.
Identify reasons. Main points used to support an argument.
Consider the use of evidence. Appeals to authority, emotion, principles, character, logic, and reasoning based on empirical evidence.
Identify interpretive frameworks. Trend analysis, causal analysis, data analysis, and text analysis.
Identify new information. Mark and annotate ne information found.
Identify similarities and differences. Compare and contrast opinions, arguments, and sources.
How many times should I read a source?
First pass skims for organization and content. During the second pass read actively. On the third pass reread the important passages.
My readers needs, interests, values, and beliefs must be kept in mind while writing. Would my readers be interested in this source's information? Would they find it convincing or compelling? Would they benefit from a review of the argument and evidence? And how would they respond to it?
Considering the conventions associated with the type of document I have decided to write. What type of evidence is usually provided in this context? Will I be expected to provide illustrations? How are the documents organized?
The design of my document and the context in which it will be read. Does this source provide a useful model for designing my document? Does the source help me understand how to address the context it will be read in?
My requirements and limitations. If I find useful information in a source can I follow it up with additional research? Do I have time? How much information can I use? Will readers want a general overview or a detailed report?
My Opportunities. Ask whether the sources I am reading provide any possibilities I have not yet discovered to improve upon the work of others.
What strategies can I use to read actively?
Interact with sources considering them in light of your developing position on the subject. Identify key information and write questions in the margins.
Mark sources using a highlighter, or pen. Attach notes.
Annotate sources, indicate whether or not I agree with the ideas expressed.
Take notes to keep track of ideas.
What should I pay attention to as I read?
Identify the type of source. Who was it written by? Is there bias involved? Is it an opinion or a objective summary of an argument?
Identify primary and secondary sources. Primary sources are ones produced by the observer of an event. Poems, diaries,, interviews, reports are all primary sources. Secondary sources comment on or interpret an event using primary sources as evidence.
Identify main points. Usually the main point will be expressed in the form of a thesis statement. Understand as I read what the author wants the reader to know.
Identify reasons. Main points used to support an argument.
Consider the use of evidence. Appeals to authority, emotion, principles, character, logic, and reasoning based on empirical evidence.
Identify interpretive frameworks. Trend analysis, causal analysis, data analysis, and text analysis.
Identify new information. Mark and annotate ne information found.
Identify similarities and differences. Compare and contrast opinions, arguments, and sources.
How many times should I read a source?
First pass skims for organization and content. During the second pass read actively. On the third pass reread the important passages.
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