- College students should be active readers
- make predictions about the text
- argue with the author
- ask questions
- write down thoughts and feeling about the text
- Make predictions about the text
- title
- does the title remind you of other texts?
- does the title summarize the text?
- contents
- what do the chapter titles lead you to believe?
- what do the headings suggest?
- what is the function of any graphics?
- context
- what does the book jacket, abstract, or headnote suggest?
- what information is given about the author?
- what is the social, political, or historical context?
- prior knowledge
- what do you already know about the author or subject?
- what experiences have you had that relate to the subject?
- what other texts does this remind you of?
- genre and purpose
- what is the genre?
- what do you think the purpose is?
- How does this text relate to the genre?
- why are you reading this?
- how can you use the text in your own writing?
- write a summary
- what do you think the text is about?
- how will it start?
- how will it end?
- what should you take away from this text?
- title
- Read the text first
- read for the gist: read to get the central idea questions after the first reading
- what it the text about?
- what did the text make you feel?
- what other experiences are you reminded of?
- what is the most important part?
- what is it really about?
- are there hidden purposes?
- what else should the text have mentioned?
- rereading for depth: reading carefully to reflect on your previous predictions
- read for the gist: read to get the central idea questions after the first reading
- Annotating
- annotating a text: making notes in the margins of a text to stay engaged and illuminate the text
- write down questions
- connect the subject to your own experiences
- make connections to other texts
- mark and define unfamiliar words
- number major parts of the author’s argument
- summarize difficult passages or sentences
- offer alternative perspectives to the author’s point of view
- consider how the text explains big issues
- write a summary to help you remember content
- do not include your interpretations of the text
- always include the complete publication information
- annotating a text: making notes in the margins of a text to stay engaged and illuminate the text
- Critical reading
- critical reading: thinking while reading to question the author’s intention, argument, evidence, and word choice
- analysis: break down the components of the text and show how they relate to each other
- interpretation: decide where you stand on ambiguous points
- synthesis: put the elements of the analysis back together and see what they mean as a whole
- evaluation: judge the value of the text
- critical reading: thinking while reading to question the author’s intention, argument, evidence, and word choice
- Evaluating evidence
- facts: true statements that can be verified
- opinions: interpretations of facts
- beliefs: deeply held convictions that cannot be proved or disproved
- underlying assumptions: certain assumptions underly thesis statements
- evaluating evidence and assumptions
- is the evidence accurate?
- is the evidence relevant?
- is the evidence sufficient?
- is the evidence representative?
- what assumptions are being made in the thesis?
- what assumptions are valid?
- what assumptions can be fairly challenged
- did the author fail to make certain assumptions?
- Rhetorical analysis
- rhetorical analysis: analyzing the effects of the text and how the author achieves them, purpose, and context
- ethos: appealing to the character of the writer and their attitude towards the subject
- pathos: appeal to the audience’s emotions
- logos: use of context as a form of proof
- purpose: the writer’s aims
- context: the circumstance of the writer, the historical situation, and the nature of the audience
- questions for rhetorical reading
- what is the purpose?
- is there more than one purpose?
- what is the author’s tone?
- what makes the author seem knowledgable?
- how does the author establish credibility?
- is the author’s position well researched?
- does the author treat opposing arguments fairly?
- rhetorical analysis: analyzing the effects of the text and how the author achieves them, purpose, and context
- Reading for the use of language
- diction: word choice used by the author to influence meaning and audience reception
- formal diction: used when the occasion for writing is serious
- informal diction: used when the author wants to relate to the reader
- style: the arrangement of words into sentences in a certain form
- what is the rhetorical context
- what circumstances lead the author to write this text?
- does the text fit the current situation?
- are there any values or options that explain the text?
- how does the text fit in to other conversations about the subject matter?
- what is the intended audience?
- who is the audience?
- what knowledge and expectations do readers have about the text?
- how are readers likely to feel about the author’s opinion?
- what values do the author and reader have in common?
- how does the author appeal to these values?
- does the writer have a secondary audience in mind?
- what is the subject matter?
- does the author use examples to illustrate the argument, show events, or explain the narrative?
- does the author build a case by starting with widely accepted knowledge and then moving towards new claims?
- does the author appeal to reason?
- does the author invoke emotion?
- does the author rely on their reputation to gain support?
- is the subject complemented by outside sources?
- how is the text presented?
- how is the text structured?
- what is the genre?
- is there anything unusual about the style?
- what is the tone?
- is there anything unique about the diction?
- how does the visual design affect the text?
- does the presentation enhance the content?
- does the text accomplish the author’s purpose?
- did the text accomplish its purpose?
- is it likely to fail to accomplish its purpose with other readers?
- can you identify the response of historical and contemporary audiences?
- diction: word choice used by the author to influence meaning and audience reception
- Reading for purpose
- judgement is formed by paying attention to the author’s intention, asking whether or not expectations have been fulfilled, and analyzing the rhetorical context to provide clues about the author’s purpose
- Reading for rhetorical context
- every text is part of a wider conversation that can help you learn and can help you discover an author’s motive and meaning
- a text is written at a certain time and place for a specific purpose and audience
This excerpt from The Brief Thompson provided a lot of great information on how to be an active reader that annotates and analyzes effectively. The example questions provided by the author will be useful in helping me to make sure that my annotations and rhetorical analyses are moving in the right direction and contain the correct information. I am looking forward to using the information provided in this text to become better at writing rhetorical analyses.
English 2089 