Critical Reading: A Guide for Your Students

Originally published on: September 20, 2005

I would like to welcome you all to the new academic year with this first issue of our 2005/06 “New Chalk Talk” newsletter series. In a few days, we will also be sending you a supplement with the list of workshops CLT will be offering this semester and their descriptions. I hope you will join us and contribute to the rich discussions that usually take place during these workshops.

As is often the case, what we write about in this newsletter is inspired by the experience of one of our faculty members. This is one of those instances and, because it is directly related to improving the critical thinking/reading/writing skills of our students, we think that other AUC teaching faculty may find it useful.

Last semester, Professor X was faced with a class of juniors and seniors, whose performance in reading and critiquing articles/texts was frustratingly inadequate. This semester, Professor X is trying different approaches, including making use of a simple two-page guide, which the Center for Learning and Teaching was asked to prepare. It is this guide that we are publishing here.

How to Read Critically

In General

• When reading a text, avoid looking only or primarily for information.
• Rather, look for ways of thinking about the subject matter: how the evidence is used and interpreted, how the author reaches his/her conclusions, etc.

Practical Suggestions

1. Begin by skimming the article/text to get an idea what the author seems to be saying.
2. Check the meaning of unfamiliar terms.
3. Highlight the argument, not information: i.e. highlight those places where the author uses concepts, theories, data, etc. and note how she/he uses them to support a point, a thesis or come to a conclusion.
4. Re-read slowly and more carefully looking for and asking questions about:
   1. The author’s main thesis:
      1. What is the main point the author is trying to make? What is the purpose or central claim of the text/article?
      The context:
      1. In what cultural, historical, political context was it written? Why did the author write this? Who is the audience? Is it hostile or friendly?
      The kind of reasoning the author uses:
      1. Are certain concepts, theories or methods used?How are they used to interpret data, evidence? How are they used to support the main thesis?
   1. The evidence the author uses to support an argument
      1. Is the evidence statistical, historical, literary?
      1. What kinds of sources are used? Are they primary or secondary sources?

• If you have done all this so far, your reading is already critical, but you will need to go further and evaluate the argument and the supporting evidence. For this you will need to:

1. Recognize what has been left unsaid by:
   1. Distinguishing between a statement of fact and a statement of opinion.
   1. Recognizing underlying assumptions; are they explicit (stated) or implicit (hidden) assumptions?
   1. Recognizing bias, i.e. noting the presence and nature of a writer’s or speaker’s prejudice.
2. Assess the strength and weaknesses of an argument.
   1. Why is it strong? Could it be better?
   1. Is the supporting evidence good?
   1. Could the evidence be interpreted differently?

Sources

“How to Read Essays You Must Analyze.” Retrieved September . 15, 2005 at

http://www.ucc.vt.edu/stdysk/essays.html

“Reading History.” Retrieved September . 15, 2005 at http://www.york.ac.uk/depts/hist/res/skills/read

The Writing Centre, Teaching and Learning Services, UTSC. “How to read critically.”  Retrieved September . 15, 2005 at www.utsc.utoronto.ca/~tlsweb/TWC/webresources/How%20to%20Read%20Critically.pdf

Deborah Knott, “Critical reading towards critical writing.” Retrieved September . 15, 2005 at

http://www.utoronto.ca/writing/critrdg.html