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Class 4 Winter 2016

Page history last edited by Jane Asher 8 years, 1 month ago

 

 

Discuss WOW Ch. 4 pgs. 61-71

Active Reading

Step 1: Comprehension (Summarizing: WOW pgs. 70-71/ CWH 399-401)

Summary Practice with example

Step 2: Analysis

From Summary to Critical Response/

Critical Thinking (CWH 123-125)

(WOW Ch. 4)

Discuss Response I Instructions

 

 

 

 

Assignment:

 

 

 

 


Return/Discuss quizzes

Canvas vs. Blog

Late Assignment pass vs. absence

 

Missing Contracts: Must Submit today

Tnea

Marcellus

 


 

Sample Reading:

Trigger Warnings

 

After you read the following article, return it to the table.

 

http://www.latimes.com/opinion/editorials/la-ed-trigger-warnings-20140331-story.html

 

Image result for trigger warnings in college

 

 

 

 

 

 

 

 

 

Comprehension Questions

 

1. Define "trigger warnings."

2. What does the article mean when it explains that the "student resolution is only advisory"?

3. Where else have we seen the use of trigger warnings?

4. What is the position of The Times Editorial Board on this issue?

5. Identify one claim/argument that they use in order to support this position.

6. Name one of the colleges/universities mentioned in the article.

     *Bonus question: Name the college/university which provided the exigence for this article.

7. Name one novel that the article mentions as a possible book that could require a trigger warning.

 

 

 

 

 

 

 

 

 

 

Exchange and grade comprehension questions

The Verdict: Are you an active reader?

 

Active Reading: Did you pass the test?

"Instructions Followed"

 


 

 

Active Reading

What does it mean to be an active reader?

What are some practices we must adapt to be active readers? (WOW chapter 4)

 

 

 


 

  • highlighting, annotating, note taking
  • looking up words
  • reading entire documents

 

Other important tips to keep in mind:

 

Pace Yourself and Know Your Limitations

     Don't try to fool yourself. You know what you can accomplish.

          The "TO DO" list. 

   

 Eliminate Distractions

When is the best time to read? Timing is everything.

 Where should you do your reading? Location. Location. Location.


 

Active Reading

First Step: Comprehension

Summary

WOW pages 70-71

 

 

http://www.latimes.com/opinion/editorials/la-ed-trigger-warnings-20140331-story.html

 

Image result for trigger warnings in college

 

 

 

Reading to Write: Summarizing

Summarizing a text, or distilling its essential concepts into a paragraph or two, is a useful study tool as well as good writing practice. A summary has two aims: (1) to reproduce the overarching ideas in a text, identifying the general concepts that run through the entire piece, and (2) to express these overarching ideas using precise, specific language.

 

When you summarize, you cannot rely on the language the author has used to develop his or her points, and you must find a way to give an overview of these points without your own sentences becoming too general. You must also make decisions about which concepts to leave in and which to omit, taking into consideration your purposes in summarizing and also your view of what is important in this text.

 

Here are some methods for summarizing:

a. Include the title and identify the author in your first sentence.

 

b. The first sentence or two of your summary should contain the author’s thesis, or central concept, stated in your own words. This is the idea that runs through the entire text--the one you’d mention if someone asked you: “What is this piece/article about?” Unlike student essays, the main idea in a primary document or an academic article may not be stated in one location at the beginning. Instead, it may be gradually developed throughout the piece or it may become fully apparent only at the end.

 

c. When summarizing a longer article, try to see how the various stages in the explanation or argument are built up in groups of related paragraphs. Divide the article into sections if it isn’t done in the published form. Then, write a sentence or two to cover the key ideas in each section.

 

d. Omit ideas that are not really central to the text. Don’t feel that you must reproduce the author’s exact progression of thought. (On the other hand, be careful not to misrepresent ideas by omitting important aspects of the author’s discussion).

 

e. In general, omit minor details and specific examples. (In some texts, an extended example may be a key part of the argument, so you would want to mention it).

 

f. Avoid writing opinions or personal responses in your summaries (save these for active reading responses or tutorial discussions).

 

g. Be careful not to plagiarize the author’s words. If you do use even a few of the author’s words, they must appear in quotation marks. To avoid plagiarism, try writing the first draft of your summary without looking back at the original text.

 


Summary Practice: 3 sentences


 

 

 

Will we always like/enjoy what we read?

 

Common questions that we ask ourselves when we read:

Do I like this essay?

Can I relate to this information?

 

And when we are reading for pleasure, these are valid questions that shape our opinion of a text. We are attracted to texts because they entertain us and align with our interests.

 


 

Active Reading: Comprehension AND Critical Thinking

 

 

Step 1: Comprehension (Summary)

          Habits/Practices to ensure that you are digesting and remembering what you read

 

Step 2: Critical Reading

     Learning how to analyze/think critically about what you read

 

Image result for critical reading

  

Critical reading 

When you read, you must do more than memorize the details and facts from the text (comprehension), you must also go beyond a basic understanding of what the text says.

 

 

Elements of Critical Reading (page 65).

  1. understanding the author's purpose
  2. drawing inferences from the text
  3. evaluating the evidence and logic of an author's assertions--Rhetorical analysis--identifying and analyzing how/if the author appeals to the reader/rhetorical strengths and weaknesses/identifying rhetorical choices (You need to understand not only the argument itself but also how that argument works) 
  4. extending ideas beyond the text (rhetorical situation)--understanding context (pages 64-65)
  5. connecting ideas in one text to ideas in another text or ideas/discussion AND/OR thinking about the genre of the text in connection with current writing assignments (synthesis)

 

 

 

Thinking critically about the article/turning comprehension questions into critical thinking questions.

 

Comprehension Questions

 

1. Define "trigger warnings."

2. What does the article mean when it explains that the "student resolution is only advisory"?

3. Where else have we seen the use of trigger warnings?

4. What is the position of The Times Editorial Board on this issue?

5. Identify one claim/argument that they use in order to support this position.

6. Name one of the colleges/universities mentioned in the article.

     *Bonus question: Name the college/university which provided the exigence for this article.

7. Name one novel that the article mentions as a possible book that could require a trigger warning.

 

What is the difference between comprehension questions and questions that ask you think critically about a text?

 

Compose 1-2 critical thinking questions for the article. Start with the above comprehension questions. Use the guidelines for critical thinking on page 65 as a guide. 

 


 

 

 

 

Reading Response Handout and Instructions

 

 

 

 

 

 

 

 


 

 

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