General Strategies for Critical Reading
In one of our PIE meetings, we generated a list of strategies that teachers were finding useful as they helped students become active readers. Here's that starting list; perhaps we'll have time soon to add to it.
As teaching options, these have worked well for C0CC300 teachers:
- Start by looking at the ideas in the article. Be sure students understand the basic premise. Then they can generate an outline or a short summary. At the very least, they should mark the thesis and chunk the text into blocks of prose dealing with related sub-points. In other words, help them see the big picture first.
- After establishing the thesis, have students consider what the author hopes to accomplish. By noting the purpose as specifically as possible, students can often see clues to the argumentative structure.
- Flesh out some details on the target audience.
- Depending on the article, you may want to head students in any of these directions next:
Where are any stipulative definitions?
Do you have questions on specific chunks of text?
Can you note any hidden assumptions?
What are the key examples or images?
How might you synthesize the author's philosophy?
- Look at strategies for developing the argument. In particular, have students note definitions, problem-solution statements, causal analysis, process analysis, statement or refutation of the opposition, and specific elements of voice (whining, self-aggrandizement, etc.).