Unit 2 Active Reading and Critical Thinking PDF

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Summary

The three point focus introduced in Unit 1 (identifying topic, author’s purpose, and main idea) is a good beginning for active reading. Too often we read passively, only half concentrating on what is being said, accepting too readily, expecting the writer to do all the work. When we read purely for ...

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11/25/2020

Unit 2: Active Reading and Critical Thinking

Unit 2: Active Reading and Critical Thinking Unit 2: Active Reading and Critical Thinking

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Faculty of Humanities & Social Sciences

Course:

PHIL 152: Basics in Critical Thinking, Reading, and Writing (Rev. C7)

Book:

Unit 2: Active Reading and Critical Thinking

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Joanna Luca

Date:

Wednesday, 25 November 2020, 7:32 PM EST

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Unit 2: Active Reading and Critical Thinking

Table of contents Unit Objectives & Introduction Using a Reading Inventory The SQ4R Method References

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Study Guide Unit 2: Active Reading and Critical Thinking

Unit Objectives When you have completed Unit 2, you should be able to 1. identify the differences and similarities between the “Reading Inventory” and the “SQ4R” active reading methods and their importance in developing critical thinking. 2. effectively apply the three steps of the “Reading Inventory” and the six steps of “SQ4R” methods to better understand an author’s ideas, and to generate your own ideas. 3. begin formulating relevant questions, and draw relevant inferences and associations between ideas through active, critical reading. 4. recognize how reciting or recalling what you have read is related to producing a summary of a reading.

Introduction The three point focus introduced in Unit 1 (identifying topic, author’s purpose, and main idea) is a good beginning for active reading. Too often we read passively, only half concentrating on what is being said, accepting too readily, expecting the writer to do all the work. When we read purely for recreational purposes, this kind of reading might be enough. But when we have thinking to do, when we read to learn, we need to adopt other reading strategies that keep us active in the process. In Reader’s Choice, the authors say: “. . . reading and writing are companion activities that engage people in the creation of thought and meaning . . . Clear thinking . . . is the pivotal point that joins these two efforts” (Flachmann, et al. 1). This is the stance of the critical thinker. As you read another’s writing, you are busy with the tasks of understanding, evaluating and reacting, making associations, and asking questions. This unit introduces you to two different active reading methods. You may find that one of these methods works better for you than the others, or that a particular method works better with a certain kind of reading. Some practice with each method will help you determine your own choices, and in time, you may even develop a method of your own that borrows from each of these methods. Our task at the moment, however, is to learn how these methods work, and to practice applying each of them.

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Unit 2: Active Reading and Critical Thinking

Study Guide Unit 2: Active Reading and Critical Thinking

Using a Reading Inventory The Reading Inventory method is illustrated in your text. This method includes three basic steps: preparing to read, reading, and rereading. For each step, the text suggests guidelines and provides a “Reading Inventory” checklist to assist you through the three stages or steps. As you read about this method, you will encounter references to assumptions and rhetorical strategies, which may not be meaningful at this point. As well, the authors mention mapping, outlining, writing summaries, and so on. This course will deal with all of these processes in much more detail later. For now, your task is to become comfortable with the steps in this critical/active reading method.

Reading Assignment 2.1 “Reading Critically” in Reader’s Choice (to the end of “Making Connections,” pages 15-28)

“Reading Inventory” in Reader’s Choice (page 41)

Note: You will not need to do the questions and exercises in the text at this time. These serve as an example of how the text is organized to facilitate the use of a reading inventory method.

As you work through the Reading Assignment, you will note that this reading method is the one the authors of Reader’s Choice have used in the design of their text. Because of this, each essay in the book is accompanied by prereading material regarding the context of the work when it was originally published and biographical information about the author. You are also provided with some leading questions to help you make associations, raise relevant questions, and so on. The readings are followed by further questions to lead you in interpretation and analysis. As a university student, however, and as an adult who reads for any number of other purposes, you will often encounter readings in isolation. In these cases, you may have to determine the source of the article, essay, or story you are reading, and learn something about the author. Likewise, you must learn how to set your own leading questions as you prepare to read, and learn how to ask your own questions as you interpret and analyse. The “Reading Inventory” checklist on page 41 of the text is a versatile tool that can help you in this task. Moreover, it provides a strategy to encourage active reading and critical thinking.

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The discussion of the reading inventory method to this point has been written assuming that you are reading a book or article in print. However, the reading inventory method is easily adapted to reading online. If you are able to download the file, you may type in comments in various font colours in the appropriate places in the text, or you may print the article and write comments on the print copy.

Log Entry 6: The Reading Inventory Method Copy the checklist provided on page 41 of Reader’s Choice. You may condense the points, but be sure to write enough to trigger your memory so that the checklist will be useful to you in applying the method. Click on this link to access Assignment 1

Exercise 2.1: Reading Inventory Method In this exercise, you are asked to read apply the Reading Inventory Method to the essay titled “Dogs and Monsters” by Stanley Coren, Chapter 4 in Reader's Choice. Click on this link to complete Exercise 2.1

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Unit 2: Active Reading and Critical Thinking

Study Guide Unit 2: Active Reading and Critical Thinking

The SQ4R Method One of the drawbacks of the Reading Inventory method just discussed is that you must either have a reference checklist handy to guide you, or have memorized the categories and questions to guide you as you read. Even though this method is effective, you will not always have access to the guiding questions specific to the readings that are included in Reader’s Choice. The SQ4R method is similar in many ways to the Reading Inventory method, but the name is a mnemonic device (Survey, Question, Read, Recite, Review, Reflect). That is, if you recall the name of the method, you have a reference that guides you through the steps. Once you are familiar with applying these steps, you do not need a checklist or other references. The SQ4R method is also especially suited to academic university course readings such as textbooks and reference books. These kinds of books make generous use of headings and subheadings, boldface print, illustrations, graphs, and so on. The SQ4R method enables you to make maximum use of these understanding and organizational aids. As with other techniques introduced in this course, the importance of the SQ4R method is its usefulness in honing your skills as an active reader and a critical thinker. It assists in the analysis and recall of information, and provides a framework for further evaluation of ideas. The method illustrates the notion of reading as a process, and comprises the six steps outlined below.

Step 1: Survey TOP

Like the prereading step in the Reading Inventory method, the Survey step takes place before reading. As with adjusting the lamp, closing the door to distractions, and settling into your chair, the Survey step is intended to help you get comfortable and ready to learn. Look at the title of the reading. Note how long the passage is, read the headings and subheadings. Note pictures, illustrations, and graphs; the set up; and any accompanying information, such as biographical notes, footnotes, or follow-up questions. If there is a synopsis given, look that over. This step makes you aware of what to expect. If you have ever begun reading a chapter and, an hour later, found yourself wearily flipping ahead to see how many more pages you have to read, you should quickly recognize the advantages of the Survey step. The purpose of the Survey step is to help you prepare psychologically for the task, and to schedule your time effectively. If you know that you are able to concentrate for a maximum of an hour at a time, then divide the reading into logical sections, and schedule appropriate breaks for yourself. https://gsa.lms.athabascau.ca/mod/book/tool/print/index.php?id=11797

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You will, of course, know your purpose for reading, and will perhaps have written down that purpose to keep you focused. Review any instructions that were given or take a moment to recall any introductory remarks to the reading that your tutor might have made. Consider, too, any tests, assignments, or discussions that will depend on this reading. Each of the activities in this Survey step will help you develop a clear focus and a reason for reading. As was the case with the Reading Inventory method, the discussion of the Survey step of the SQ4R method to this point has been written assuming you are reading a book or article in print. However, the points are applicable to reading online as well. Instead of beginning at the beginning of an article or other type of material posted to the web and working through it to the end, it is preferable to scroll through it first to see who wrote it, how long it is, whether it has headings, and so on. The other steps of the SQ4R method are applicable to reading online as well.

Steps 2 and 3: Question and Read TOP

Steps 2 and 3 work together to keep you alert and ensure that you are reading actively. Begin by examining each heading and subheading in the reading. Turn these headings into questions. You will be looking for the answers to these questions as you read. This technique is helpful in locating key ideas, and also makes you aware, as a critical thinker, of the completeness of the discussion, whether the author has done what he or she intended to do, and whether the content is relevant to the topic at hand. As you look for the answers to the questions you have set, you might find it useful to underline, circle, or highlight the answers as you encounter them. Again, when reading online, if you are able to download the file, you may identify the answers in the text using any system you devise. Alternatively, you may print the file and mark up the paper copy. You may also want to make marginal notes, put asterisks beside key points, or insert question marks to indicate confusing or obscure points or sections where you have been unable to locate the answers to the questions you set. You will note that the Read step is very similar to the kind of passage marking you did in the Reading Inventory method. Develop your own system and symbols for marking key ideas, examples, important details, unfamiliar vocabulary, and so on. In short, the Question and Read steps are the working steps in assisting you to form a strong literal understanding of the passage at hand. If you are using this method with a passage that does not use subheadings, you may want to modify the process somewhat. In such a case, try locating topic sentences and turning them into questions. This will keep you alert to the author’s main idea and on the hunt for supporting details and discussion, as well as making you aware if he or she strays from the topic or does not provide adequate support or discussion. If you are comfortable with a formal outlining system, you can take this step further by marking the body of the passage as you read with (I) for the first main idea, (A) for the first major supporting point, and so on.

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Whatever variations you use during the marking of the passage in the Read step, remember that one of your purposes should always be making the reading more accessible for you when you go back to examine it or to use it in completing a follow-up assignment. When you handle the Question and Read steps well, you can readily locate vital information later without having to reread line by line.

Step 4: Recite TOP

The Recite step is important because this is where you begin to test your recall and understanding of the material. Having read the material once, set it aside and try to summarize it in your own words. Often, you may elect to do this step orally: simply reciting to yourself what you feel the topic, purpose, and main idea were, and then perhaps listing aloud or in your head any important examples or details that you recall. However, you may also decide to write down your summary, either as a list in point form, a formal paragraph, or an outline. This is an important step in preparing for rereading, and for giving yourself a more specific purpose in the rereading. Now you will know what you are unclear about, what you have forgotten, or what has made you confused. It is an old and reliable memory tool to make associations between new material (the current reading) and other things you already know: things you may have seen, heard, read, or experienced. The practice of making associations gives meaning to new material, and provides a “memory hook” to improve your recall of the material. This process of association begins in the Recite step, and is carried over into Step 5.

Step 5: Review Reviewing is the step parallel to rereading in the Reading Inventory method. In this step you take a second look at the material. The Recite step made you aware of gaps in your recall and understanding. As you reread, part of your purpose is to fill in those gaps. In the Recite step, as you strove to recall, you began to make associations. Now, as you review and reread, make a note of these associations in the margins of the reading. Jot down enough to remind yourself of experiences that relate to the material. Keep in mind that “your own experience” does not limit you to what has happened to you. Ideas gleaned from reading, television, movies, conversations, and other sources are all appropriate if they are relevant to the subject at hand. As you review, reread the questions you set in the Question step, and consciously look again to see whether you have found the answers to these questions in the reading. Note places where there are still open questions. As you review, remind yourself of your purpose and, specifically, of any assignments that are dependent on the reading. You may find that you review and reread more than once in order to feel comfortable with the level of understanding required.

Step 6: Reflect TOP

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The Reflect step continues the process of association, but also carries you past the literal into the interpretive and analytical levels of understanding. Although the active reading strategies you have employed in steps 1 through 5 make you a more alert and critical reader, the Reflect step is vital in pushing yourself to think critically. Earlier you noted associations. Now ask yourself whether you find contradictions or similar perspectives among the ideas where you saw those connections. For example, if you are reading an article on memory improvement strategies, you may have noted an overlap with other readings you have done in a psychology course about how memory operates. Ask yourself if the strategies suggested are compatible with the structure of memory as you understand it. As your body of knowledge grows, you will encounter more and more overlaps among various fields of study. In the Reflect step, you strive to become clear about how these ideas fit together. You may raise questions and note these in the margins or at the end of the passage you are reading. You may decide that you need to look into some things further before you can accept or reject them. Make a note of concerns, discrepancies, and overlaps. Consider these ideas, discuss them with your instructor and, if possible, with your classmates. These active responses to reading are all characteristic of critical thinking. Reflecting makes critical thinking a conscious act and, at first, it can be difficult. You may find you have to think long and hard to make associations and to consider new ideas alongside ones you have encountered elsewhere. As you become accustomed to this type of thinking, you are laying the groundwork for becoming a critical thinker, reader, and writer. As such, you begin to read, not merely for literal understanding, but to interpret and analyze the new ideas you encounter. You become concerned with determining the value of opinions, theories, suggestions, and all manner of vicarious experiences that reading permits.

Log Entry 7: SQ4R Method TOP

Write out the six steps of this method, and add any explanatory notes you need to help you recall the activities included in each step. Click on this link to access Assignment 1

Exercise 2.2: SQ4R In this exercise, you are asked to apply the SQ4R method to “The Music of My Mind: A Neuroscientist Examines the Recipe for Listening Ecstasy” by Daniel J. Levitin, Chapter 5 in Reader’s Choice. Click on this link to complete Exercise 2.2

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Unit 2: Active Reading and Critical Thinking

Study Guide Unit 2: Active Reading and Critical Thinking

References Flachmann, Kim, Michael Flachmann, Alexandra MacLennan, and Jamie Zeppa. Reader’s Choice. 7th Canadian ed. Toronto: Pearson Canada, 2013.

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