Critical Reading Lecture

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CRITICAL THINKING,

CRITICAL READING

DR MILISSA DEITZ DR MILISSA DEITZ BB, ROOM 1.38 BB, ROOM 1.38

First Year Academic Literacy &

Standards Week

\ \

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Week 3: Academic Standards an

Week 3: Academic Standards and Literacy

d Literacy

Objective Objective::

to improve students’ understanding of academic literacy to improve students’ understanding of academic literacy

and expected standards (includes presentation and and expected standards (includes presentation and

professional communication, academic writing, professional communication, academic writing,

conditions of originality, conditions of originality, and the subject of this

and the subject of this lecture,lecture, critical thinking

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AIMS AIMS

1.

1.To demonstrate the importance of critical thinkingTo demonstrate the importance of critical thinking

and critical reading, and to encourage you to take and critical reading, and to encourage you to take responsibility for the sharpening of your ‘critical responsibility for the sharpening of your ‘critical toolbox’.

toolbox’.

2.

2.To introduce key terms and modes of practice forTo introduce key terms and modes of practice for

approaching reading

approaching reading actively/critically.actively/critically.

3.

3.To introduce you to some To introduce you to some techniques and strategiestechniques and strategies

for approaching academic literature. for approaching academic literature.

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Some questions to consider Some questions to consider

1.

1. What is critical thinking? (And why does it matter?)What is critical thinking? (And why does it matter?)

2.

2. What is the relationship between critical thinkingWhat is the relationship between critical thinking

and academic reading? and academic reading?

3.

3. What does it mean to What does it mean to read critically (actively)?read critically (actively)?

4.

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questions to consider cont’ questions to consider cont’

6.

6.How should I approach reading materials atHow should I approach reading materials at

University? Both the set readings and the ones I seek University? Both the set readings and the ones I seek out for assignments?

out for assignments?

7.

7.How am I supposed to get through all of myHow am I supposed to get through all of my

readings every week? readings every week?

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W

HATHAT ISIS THEORY THEORY

?

!

Theory is a way of thinking that

is more structured, systematic

and sophisticated than everyday

thinking.

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O

BESITY BESITY AS AS AN AN ISSUEISSUE

!

! In terms of everyday thinking, you might say toIn terms of everyday thinking, you might say to

yourself, why is obesity becoming such a

yourself, why is obesity becoming such a problemproblem in Australia?

in Australia?

!

! The theorist/university student in you The theorist/university student in you might ask,might ask,

How does the rising obesity rate

How does the rising obesity rate in Australiain Australia reflect our social and cultural values? Is it truly reflect our social and cultural values? Is it truly as significant a problem as we’re hearing? If so, as significant a problem as we’re hearing? If so, what might be the

what might be the consequences of these rates inconsequences of these rates in five years time? What alternative ways can

five years time? What alternative ways can wewe think of to

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!

Good theory is like a

Good theory is like a good defence in

good defence in

court.

!

In terms of using theory to

In terms of using theory to argue,

argue,

the key lies in presenting practical

evidence to support the theories

you are using.

!

Evidence provides the bridge

between theory and practice.

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1. What is critical thinking? 1. What is critical thinking? (And why does it matter?) (And why does it matter?)

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“When you are thinking critically, you

“When you are thinking critically, you are notare not just thinking pass

just thinking passively and accepting ively and accepting everythingeverything you see and hear. You

you see and hear. You are thinkingare thinking activelyactively.. You You are asking questions about what you see and are asking questions about what you see and

hear, evaluating, categorising, and finding hear, evaluating, categorising, and finding

relationships.” relationships.”

(University of Canberra, Academic Skills Centre) (University of Canberra, Academic Skills Centre)

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Interpreting according to a Interpreting according to a framework framework Predicting Predicting Relating

Relating theory theory to to practice practice DescribingDescribing Making

Making a a claim claim and and supporting supporting it it AnalysingAnalysing Using

Using appropriate appropriate evidence evidence SynthesisingSynthesising Making

Making links links between between ideas ideas CategorisingCategorising Asking questions

Asking questions Establishing causEstablishing cause and effecte and effect Evaluating

Evaluating Identifying problems Identifying problems andand solutions

solutions

Some of the activities involved in critical Some of the activities involved in critical

thinking thinking

(University of Canberra, Academic Skills (University of Canberra, Academic Skills

Centre) Centre)

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2. What is the

2. What is the relationship between criticalrelationship between critical thinking and academic reading?

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Reading critically means drawing on your critical Reading critically means drawing on your critical

faculties in order to weigh things up and think faculties in order to weigh things up and think about the implications and conclusions of what is about the implications and conclusions of what is being said. It means forming an

being said. It means forming an opinion of your ownopinion of your own about the subject after analysing and assessing the about the subject after analysing and assessing the

evidence base within the

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T

OO BEBE A A CRITICALCRITICAL THINKERTHINKER YOU YOU NEEDNEED TOTO

:

!

Ask questions

!

Be persistent (you may not find

Be persistent (you may not find the

the

answer quickly!)

!

Be committed to accuracy and

clarity.

!

Think: relevance, depth,

consistency, be open-minded, be

curious, be willing to doubt...

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What does it mean to re

What does it mean to read

ad

critically?

And why do we do it?

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Critical reading is

ACTIVE reading.

Reading critically is closely

connected to an ability to

analyse

analyse and

and evaluate

evaluate the

the

material you read.

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To non-critical readers, texts provide facts. To non-critical readers, texts provide facts.

Readers will gain knowledge by just Readers will gain knowledge by just memorising the statements provided. memorising the statements provided. Critical readers will recognise that any Critical readers will recognise that any single text offers only one portrayal of single text offers only one portrayal of thethe

facts. It is one or maybe a few people’s facts. It is one or maybe a few people’s

interpretation of an issue. interpretation of an issue.

Critical readers seek to understand the Critical readers seek to understand the perspective or point of view

perspective or point of view being offered.being offered. This means focusing not just on the ‘what’ of This means focusing not just on the ‘what’ of

a text, but the how of it. a text, but the how of it.

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Goals of critical reading Goals of critical reading

!

!To identify the argument, the ‘what’s at stake?’To identify the argument, the ‘what’s at stake?’

!

!To recognise an author’s purpose and intentTo recognise an author’s purpose and intent

!

!To understand the To understand the author’s tone and persuasiveauthor’s tone and persuasive

and rhetorical elements and rhetorical elements

!

!To identify biasTo identify bias

!

!To develop an iTo develop an informednformed response to the readingresponse to the reading

based on your assessment of the author’s based on your assessment of the author’s argument, evidence, analysis of key

argument, evidence, analysis of key issues,issues, methods and conclusion

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BUT this won’t happen just

BUT this won’t happen just by reading the wordsby reading the words on the page.

on the page.

To meet these goals you need to

To meet these goals you need to decodedecode the material:

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!

! Learn how academic texts are structuredLearn how academic texts are structured

!

! Recognise that academic writing is typicallyRecognise that academic writing is typically

founded on a set of

founded on a set of genre conventionsgenre conventions

!

! Recognise that academic writing is a Recognise that academic writing is a genregenre

!

! Develop a ‘tool box’ for decoding theDevelop a ‘tool box’ for decoding the

literature/readings literature/readings

!

! Research critical reading and thinkingResearch critical reading and thinking

!

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Academic discourse

Academic discourse is usually quis usually quite formal in ite formal in structurestructure and style. These styles and forms differ

and style. These styles and forms differ according toaccording to disciplines. A lot of academic writing, however, disciplines. A lot of academic writing, however, includes the following structural conventions: includes the following structural conventions:

!

! An abstract / overvi An abstract / overview/ dust jacket blurbew/ dust jacket blurb

!

! An introduction An introduction

!

! A methods se A methods sectionction

!

! A results sectio A results sectionn

!

! A discussion s A discussion sectionection

!

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5. How should I

5. How should I approach readingapproach reading materials at University? Both the set materials at University? Both the set readings and the ones I seek out for readings and the ones I seek out for

assignments? assignments?

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When you approach a text for the first time don’t treat it like When you approach a text for the first time don’t treat it like a novel. Instead approach it as

a novel. Instead approach it as a case of forensics:a case of forensics:

Predict

Predict content content From From title, title, illustration, illustration, layout, layout, graphsgraphs Scan

Scan To To locate locate specific specific information information from from chapter chapter headings headings andand subheadings

subheadings Skim

Skim To To find find main main ideas ideas – – from from first first and and last last paragraphs, paragraphs, fromfrom topic sentences

topic sentences ‘Power’

‘Power’ read read To To get get an an overall, overall, general general understandinunderstanding. g. Try Try to to readread through the article once without stopping. Highlight through the article once without stopping. Highlight unknown words

unknown words Read

Read intensely intensely For details, For details, for for a a close close understanding. understanding. Use Use the the context context asas much as possible to work out the meanings of unknown much as possible to work out the meanings of unknown words

words Make

Make notes notes At At this this intensive intensive reading reading stagestage Question

Question Your Your understandinunderstandings gs and and the the authors authors views views and and attitudesattitudes Review

Review What What you you can can recall recall as as you you read read through through your your notesnotes

(Australian Catholic University: Reading at University) (Australian Catholic University: Reading at University)

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Some questions for framing your reading Some questions for framing your reading

!

!What is the What is the issue/main argument?issue/main argument?

!

!Where has this text comes from (what Where has this text comes from (what is the sourceis the source

– is it a journal

– is it a journal article, a scienarticle, a scientific work, a newspaptific work, a newspaperer clipping, an extract from a blog?)

clipping, an extract from a blog?)

!

!Is it an authoritative source? (Do I trust it? Why?)Is it an authoritative source? (Do I trust it? Why?)

!

!What is the author’s main point, argument orWhat is the author’s main point, argument or

thesis? (What’s at stake?) thesis? (What’s at stake?)

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Some questions for framing your reading (cont) Some questions for framing your reading (cont)

!

!What evidence is used to support this?What evidence is used to support this?

!

!How valid is that evidence? What is it based on –How valid is that evidence? What is it based on –

statistics, research data, the views of other

statistics, research data, the views of other scholars,scholars, personal opinion

personal opinion? Do I trust ? Do I trust it? Why, why not?it? Why, why not?

!

!Why is the writer presenting this point of view?Why is the writer presenting this point of view?

!

!How is the argument presented?How is the argument presented?

!

!Is the writer using Is the writer using emotional or persuasiveemotional or persuasive

language? language?

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Some questions for framing your reading (cont) Some questions for framing your reading (cont)

!

!Do other writers agree with Do other writers agree with these ideas?these ideas?

!

!Do I agree with these ideas? (Why or why not?)Do I agree with these ideas? (Why or why not?)

(Adapted from the ACU Academic Skills Uni Resources) (Adapted from the ACU Academic Skills Uni Resources)

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C

REDIBLEREDIBLE SOURCESSOURCES

!

! 1.1. Does the author have Does the author have some authority in the field aboutsome authority in the field about

which she or he

which she or he is providing information?is providing information?

!

! 2.2. Does the author have articles published in peer reviewed Does the author have articles published in peer reviewed

(scholarly and

(scholarly and professional) publications?professional) publications?

!

! 3.3. Are there clues Are there clues that the author/s are biased? Forthat the author/s are biased? For

example, is he/she selling or promoting a product? Bias is example, is he/she selling or promoting a product? Bias is not necessarily "bad," but the connections should be clear. not necessarily "bad," but the connections should be clear.

!

! 4.4. Is the Is the information currentinformation current? Old information may be? Old information may be

useful for background material but in, for example, science useful for background material but in, for example, science and technology changes are rapid

and technology changes are rapid and information rapidlyand information rapidly becomes out of date.

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!

! 5.5. Does the information have a Does the information have a complete list ofcomplete list of

works cited, which reference credible, works cited, which reference credible, authoritative sources?

authoritative sources?

!

! 66. In what kind of publication site does the. In what kind of publication site does the

information appear? (The

information appear? (The journal, publisher, etc.,journal, publisher, etc., can give you clues about the credibility of the

can give you clues about the credibility of the source.

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C

REDIBLEREDIBLE SOURCESSOURCES

-

ONLINEONLINE

!

! Developing a keen sense of the credibility ofDeveloping a keen sense of the credibility of

sources, based on such clues as connection of sources, based on such clues as connection of author to the subject, audience, source of

author to the subject, audience, source of

publication, and documentation of supporting publication, and documentation of supporting evidence,

evidence, can also help you evaluate print can also help you evaluate print andand other types of sources.

other types of sources.

!

! 11. Is there any evidence that the author of the. Is there any evidence that the author of the

Web information has some authority in the field Web information has some authority in the field about which she or he

about which she or he is providing information?is providing information?

!

! 22. With what organisation or institution is the. With what organisation or institution is the

author associated? author associated?

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!

! 33. Does the author . Does the author have publications in peer reviewed (scholarlyhave publications in peer reviewed (scholarly

and professional) publicatio

and professional) publications, on the ns, on the Web or in hard Web or in hard copy?copy?

!

! 44. Are there clues that . Are there clues that the author/s are biased?the author/s are biased?

!

! 5.5. Is the Web information current? If there are a number of Is the Web information current? If there are a number of out-of-

out-of-date links that do not work or old news, what does this say about date links that do not work or old news, what does this say about the credibility of the

the credibility of the information?information?

!

! 6.6. Does the information have a Does the information have a complete list of works cited, whichcomplete list of works cited, which

reference credible, authoritative sources? reference credible, authoritative sources?

!

! 7.7. Can the subject you are Can the subject you are researching be fully covered withresearching be fully covered with

WWW sources or should print sources provide balance? Much WWW sources or should print sources provide balance? Much scholarly research is still only

scholarly research is still only available in traditional print form.available in traditional print form. It is safe to assume that if you have

It is safe to assume that if you have limited background in a topiclimited background in a topic and have a limited amount of time to do your research, you may and have a limited amount of time to do your research, you may not be able to

not be able to get the most representative material on the subjectget the most representative material on the subject

!

! 8.8. On On what kind of what kind of site does the site does the informatiinformation appear? The on appear? The site cansite can

give you clues about the

give you clues about the credibilitcredibility of the y of the source.source.

(

( From From http://mason.gmhttp://mason.gmu.edu/~montecinu.edu/~montecin/web-eval- /web-eval-sites.htm)

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See:

See: http://www.canhttp://www.canberra.edu.au/studberra.edu.au/studyskills/learning/readingyskills/learning/reading

Take advice from this University of

Take advice from this University of CanberraCanberra academic skills site which says:

academic skills site which says:

Academic material is not meant to be read

Academic material is not meant to be read. It is meant to. It is meant to be ransacked and pillaged for essential content.

be ransacked and pillaged for essential content. •

•Be selective.Be selective. •

•Set a realistic time frame for any reading task.Set a realistic time frame for any reading task. •

•Never read without specific questions you want the textNever read without specific questions you want the text to answer.

to answer. •

•Never start reading at page 1 of the text, but look for theNever start reading at page 1 of the text, but look for the summary, conclusion, subheadings, etc.

summary, conclusion, subheadings, etc. Always keep in mind what y

Always keep in mind what you need, what is relevant toou need, what is relevant to the question you are asking the

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In sum: In sum: What do critic

What do critical readers do?al readers do?

!

!They approach a text with curiosity – they askThey approach a text with curiosity – they ask

questions as they read questions as they read

!

!They do not accept at face value the idea underThey do not accept at face value the idea under

discussion – either its accuracy or that it’s the

discussion – either its accuracy or that it’s the onlyonly way to think about the topic

way to think about the topic

!

!They identify the They identify the positive (useful) components ofpositive (useful) components of

an argument & the

an argument & the negative (weak, flawed) sectionsnegative (weak, flawed) sections

!

!They analyse & identify the evidence base providedThey analyse & identify the evidence base provided

for an argument in

for an argument in order to understand the author’sorder to understand the author’s rationale & position

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What do critic

What do critical readers do? (conal readers do? (cont)t)

!

!They identify component parts of an argument – They identify component parts of an argument –

content (basic facts), themes (overall ideas or content (basic facts), themes (overall ideas or claims), ‘evidence’ (supporting material)

claims), ‘evidence’ (supporting material) and theyand they use this to raise issues about a

use this to raise issues about a text’s application,text’s application, potential, usability

potential, usability

!

!They think about the relationship between theThey think about the relationship between the

text and other texts and authors. They see the text and other texts and authors. They see the text as part of a conversation.

text as part of a conversation.

!

!They form opinions about what they read They form opinions about what they read – and– and

they back it up through a compilation of the they back it up through a compilation of the above

above

Adapted from: http://www

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Preparation for in-class task

!

! Bring copies of assigned read Bring copies of assigned readings to classings to class (you will (you will

need to be familiar with the

need to be familiar with the readings for your in-classreadings for your in-class task)

task)

!

! Read the material included in the Week 3 Read the material included in the Week 3 folder onfolder on

vUWS (via this subject’s own

vUWS (via this subject’s own vUWS homepage)vUWS homepage)

!

! Do your own research on Do your own research on critical reading andcritical reading and

thinking thinking

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http://skills.lib

http://skills.library.leeds.ac.uk/rerary.leeds.ac.uk/reading/articulate/ading/articulate/

speed_reading/quiz.html

Speed reading quiz Speed reading quiz

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Further research Further research

!

! Investigate what the Investigate what the terms ontology, epistemologyterms ontology, epistemology

and methodology mean (they are crucial to

and methodology mean (they are crucial to higherhigher level research and critical thinking– both the making level research and critical thinking– both the making and the reading )

and the reading )

!

! Start to develop your own understanding of what youStart to develop your own understanding of what you

think constitutes ‘knowledge’ think constitutes ‘knowledge’

!

! Do some preliminary research on the terms disciplineDo some preliminary research on the terms discipline

and discourse (both play a part in the kinds of and discourse (both play a part in the kinds of research you’ll be reading over the next

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The Notebook as a Tool for Thinking

http://www.esc.edu/esconline/across_esc/

writerscomplex.nsf/wholeshortlinks2/

The+Notebook?opendocument

UWS Online Study Resources

http://www.uws.edu.au/

currentstudents/current_students/

getting_help/online_study_resources2

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Unilearning

http://unilearning.uow.edu.au/

main.html

The Critical Reading Checklist

http://unilearning.uow.edu.au/reading/

2b.pdf

How to Study

http://www.cse.buffalo.edu/~rapaport/

howtostudy.html

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UWS Student Learning Unit Workshop

Schedule

http://www.uws.edu.au/currentstudents/

current_students/getting_help/

study_and_life_skills_workshops/

academic_skills_workshops_schedule#4

UWS Online Study Resources

http://www.uws.edu.au/currentstudents/

current_students/getting_help/

online_study_resources2

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References

Image # 1: Image # 1:

http://michelle5

http://michelle5922.wordpress.com/20922.wordpress.com/2010/10/21/critical-reading-10/10/21/critical-reading-and-

and-critical-thinking/

critical-thinking/

Australian Catholic

Australian Catholic UniversityUniversity http://www.acu

http://www.acu.edu.au/__data/a.edu.au/__data/assets/pdf_file/000ssets/pdf_file/0006/273165/6/273165/

Reading_Critically.pdf

University of Canberra Academic Skills

University of Canberra Academic Skills Centre, http://Centre, http:// www.canberra.edu.au/studyskills/learning/critical www.canberra.edu.au/studyskills/learning/critical