Critical Reading Skills: Arts Academic Language and Learning Unit 2013

Critical Reading Skills
Arts Academic Language

and Learning Unit
2013
Reading is an active process, not a passive one.
You must engage with the text.

Always read a text with your purpose in mind.
This will shape how we approach it.
You will not be reading the articles for their factual

content as such.
Which texts we select to read, and how we read
them, depends on many factors, including our
purpose, and what counts as acceptable for our
purposes in the discipline.
Excessive highlighting or excessive underlining in
your reading is counter-productive, and just makes
your material messy and difficult to understand.
Effective Reading
How does your purpose determine the strategies
you should use?
When you read a newspaper, do you begin with the first word on
the first page and read through to the last word on the last page?
Of course not! But why not?
Academic articles and books do not need to be read word by word,

nor do we necessarily need to start at the beginning.
Effective Reading
How should you approach a long subject reading
list?
You cannot usually read everything on a reading list. But this does
not mean you select one or two, and ignore the rest. Scan the
reading list for authors’ names, more recent dates, or shorter (or
longer) accounts, depending on what you want.
Effective Reading
What is meant by a critical approach to reading?
A critical approach to reading means asking yourself why this

particular author has written this particular text. You can ask
yourself many questions about the text - the more the better.
These are shaped by what you already understand about the text,
your topic of study, and what you need to get from it.
Effective Reading
Questions you can ask about the text:
- What appears to be the author’s main theme or point?
- What is the text really about (ie. special agenda, underlying
themes)?
- Which aspects does the author focus on and why? Does he/she
omit important points?
- Are there additional clues about the author’s attitude or stance?
- Is the author making any particular assumptions? On what
authority?
Effective Reading
Questions you can ask about the text:
- What basis or criteria is the author using to make judgments?
- What explanations or supporting evidence are drawn on? Do they
seem adequate or relevant?
- Is all the factual information correct as far as you know?
- Are there problems with the approach, or questions that remain
unanswered?
- What does the structure of the text reveal? Is the framework
clear? Is the material developed historically, or in order of
importance?
Effective Reading
How do you take a critical approach to reading
internet material?
- Is it clear who authored the material?
- Is it clear which pages belong to the site you accessed and which
are linked pages to other sites?
- Where do the author’s hyperlinks take you? What does this tell
you about the author’s perspective or intentions?
Effective Reading
How do you take a critical approach to reading
internet material?
- Is the purpose of the site clear?
- Is the identity and status of the writer quite clear; are they
qualified to express these views on this topic?
- Is there any evidence of potential bias, eg. are they expressing the
views of a particular organisation/institution? What effect do the
domains .edu, .com or .gov have on the validity and usefulness of the
materials? Is there a distinction between information and
advertisement?
Predicting Content from a Title
Madness and sexual politics in the feminist novel
My questions might be:
- Which theorists and theoretical approaches does this text draw

on?
- How does this writer define ‘feminist novel’?
- What is meant by madness in this text?
- Is female madness the result of male-oriented social relations?
Predicting Content from a Title
Is it good to make people happy?
- Why might it be good to make people happy? Ethics wants to

distinguish between good and bad actions. So a definition of
‘good’ seems essential.
- What is meant by ‘good’ in this context? Can I quickly find a
definition?
- Why is it good to make people happy, and not merely nice to do
so?
- Explore the link between morality, goodness and happiness.
Points to remember:
- Don’t overdo the reading at the initial stages of your study
- At an early stage, focus on establishing and expanding global ideas
and acquiring vocabulary.
- If an NESB student, preparatory/follow-up reading in your own
language is desirable.
- Always interrogate the text as you read - always try to read actively.
- Summarise the text after you have read it and note key
bibliographic details
- Too much highlighting/underlining is not helpful.
- Read a chapter or article as an essay.
Reading a chapter or article as an essay
In the following pages, we will examine a text’s
structure to uncover the key points in the
discourse. In particular, we are trying to generate a
global understanding of the main features of the
text.
Initially, we are trying to ascertain:
- general topic area - specific subject area

- the “problem” - author’s thesis
- conceptual framework - methodology
- programme
These features should all be discernible in the abstract,

introduction, and/or initial paragraphs.
In the body paragraphs, we are looking for:
- the topic sentences

- the key arguments the author is employing to support his or her
contention
- the arguments the author raises against contrasting views to his or
her own.
In the conclusion, we are looking for:
- a restatement of the author’s main idea

- restatement of the main argument(s) that support this point of
view
- any problems the author sees with his or her thesis
- areas for future discussion or research
Next, let’s see how this approach to critical reading
applies to an introduction, one of the most
important elements of an article, chapter or essay.
General topic sentence:
‘Previous research into teachers’ questions has focused on what

types of questions are more conducive for developing students’
communicative language use’
Narrower subject sentence:
‘In this regard, display questions, whose answers the teacher already
knows, are considered less effective because they limit opportunities
for students to use genuine language use (Long & Sato, 1983)’
Setting up the problem:
‘Although the research into teacher questions has been refined in

recent years, it is not certain how much we know about how display
questions work, especially how they are produced and acted on in
the course of classroom interaction by language teachers and
students’
Methodology:
‘This article uses a sequential analysis (Koshik, 2002; Markee, 2000;

Sacks, Schlegoff & Jefferson, 1974; Schlegoff, Koshik, Jacoby &
Olsher, 2002) to examine teachers’ display questions. Sequential
analysis considers how classroom talk is the outcome of the
contingent coordination of interactional work of common
understanding (Moerman & Sacks, 1971/1988)’
Programme & thesis:
‘Through analysis of transcribed interaction in an English as a

second language (ESL) classroom, this article argues that display
question are central resources whereby language teachers and
students organise their lessons and produce language pedagogy’
Source: TESOL Quarterly, Vol. 40, No. 4, Dec. 2006, pp. 691-713
(23).
Reading Guide
When examining articles or essays for your
research, it can be helpful to write short
summaries of their main points. The following are
some headings you could use for this process.
Reading Guide
Reference details
- Title
- Author
- Source/Bibliographic details
Reading Guide
Topic Summary
What is the article about?

What are the main ideas and subjects?
Reading Guide
Thesis summary
What is the author’s contention?

What is the author trying to prove or disprove?
Reading Guide
Arguments in support
What evidence is there to support the claims made

by the author?
Reading Guide
Counter arguments/rebuttals
What evidence is there against the claims made by

the author?
Reading Guide
Your response
How persuasive is the author’s argument?

Has the author missed anything?

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Critical Reading Skills

Arts Academic Language

You must engage with the text.

You will not be reading the articles for their factual

Academic articles and books do not need to be read word by word,

A critical approach to reading means asking yourself why this

My questions might be:

- Which theorists and theoretical approaches does this text draw

- Why might it be good to make people happy? Ethics wants to

- general topic area - specific subject area

These features should all be discernible in the abstract,

- the topic sentences

- a restatement of the author’s main idea

‘Previous research into teachers’ questions has focused on what

‘Although the research into teacher questions has been refined in

‘This article uses a sequential analysis (Koshik, 2002; Markee, 2000;

‘Through analysis of transcribed interaction in an English as a

What is the article about?

What is the author’s contention?

What evidence is there to support the claims made

What evidence is there against the claims made by

How persuasive is the author’s argument?

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