Critical Reading Response Activity
Researchers often must conduct a fair amount of reading before they present their research. That reading helps researchers to situate themselves with a discussion--a discussion of existing scholarship and scholars. Perhaps you have read an article for a class with a Literature Review section. That literature review provides insight about the scholar’s research and helps to expose the scholar’s research angle. Thus, in this class, I ask you to read articles related to your writing assignment so you can form the habit of responding to others and of drawing upon extant arguments to support your own.
One key to effectively using sources is to read critically. The process outlined here is one way to critically respond to reading assignments, and I will ask you to follow this form for every reading assignment. If you do so, for this class and for other college courses, you will avoid the tedium of searching through reading assignments to find citations or arguments that you wish to use in your own writing (as the old saying goes, “It’s better to prepare and to prevent than to repair and to repent.”). To draft the type of notes that often facilitate research writing, complete the following activity For Each of the reading assignments that you select.
Write a critical reading guide, not an essay. You may write in list format.
(Some day I will remove the /I from the lists.)
4. Identify and define three key words or terms essential to understanding the text.
The definitions should come from the text or your understanding of the text.
If the author explicitly defines the term, then you can merely quote that definition.
You might opt to use a dictionary such as the OED or Merriam Webster's to augment your definitions.
Don't forget to cite your information so you can find it later.
3. Identify the three most important parts of the text.
Those parts might include certain arguments or claims that the author makes to support their thesis.
They might include examples or illustrations that the author employs.
They might be parts you have enjoyed or though particularly useful.
In identifying those three important parts, you may opt to summarize or paraphrase them, but do so with enough detail that someone who has not read the text will understand what you reference.
After you have identified (quote and cite them) each of your three important parts, briefly explain the importance of those parts in about two sentences. Be sure to critically and concisely write your explanations so they are useful to you in the future.
2. Identify two problematic parts of the text.
They merely might be parts that you did not understand.
They might be parts that need more explanation or support.
They may be parts that you disagree with, that you felt did not belong, or that you thought interfered with the author's purpose.
After you have identified (quote and cite them) each of your two problematic parts, briefly explain the importance of those parts in about two sentences. Be sure to critically and concisely write your explanations so they are useful to you in the future.
1. Pose one question for the author.
That question should move to extend their examination of the topic and delve beneath surface-level commentary. Rather than question a problematic section that you have identified, as in question two, ask a question that engenders discussion. Such a question might begin with, "When you said [X], what did you want your readers to [Y]?" or "What was the purpose of discussing [Z]?" In a way, in your own writing, you might decide to pose possible answers to those questions in your own writing.
After you have identified (refer to, quote, or paraphrase + cite the pertinent section) your question, which will end with a question mark, briefly explain the importance of your question in about two sentences. Be sure to critically and concisely write your explanations so they are useful to you in the future.
0. Find a golden nugget.
What one sentence or two is so well written or so well stated that it left an impression upon you? Remember to introduce and cite the quote. Explain why that quote is so impressionable to you.
After you have identified (quote and cite it) your golden nugget, briefly explain its importance in about two sentences. Be sure to critically and concisely write your explanations so they are useful to you in the future.
Alternatives
Option 1: You may complete this option one time during the term. Draw a diagram, flow chart, or map that incorporates the elements of a Critical Reading Response. Still a critical study guide, mate!
A. Begin with a golden nugget.
B. The golden nugget should link to an important part of the text, which will be identified as a cited quotation + include some brief language that identifies the context of this element.
C. The golden nugget and/or the important part should relate to 1-2 vocabulary words in their own elements. They would look like a glossary entry with a term and cited definition.
D. The problematic part will link to the important part and challenge it in some way + include some brief language that identifies the context of this element.
E. The question will link to one of the elements above and ask something critical to understanding the text + include some brief language that identifies the context of this element.
Option 2: You may complete this option one time during the term. Following the spirit of Option 1, write a TikTok, reel, insta, or snap that includes three frames. Still a critical study guide, mate!
As you know
A. Each frame will have some sort of image. The first could be an image of the author or you sitting in your car with seatbelt fastened and hat backwards, or you in the kitchen leaning on the counter, etc.
B. Each frame will have 1-2 text headings.
C. Each frame will have a brief script.
D. Creative usernames encouraged.
E. Appropriate music tracks appreciated.
F. You could make and share an actual post with me. If you can’t download it, then you’d have to be comfortable sharing it with me or make a dummy account.
Image from Allan Ginsberg, Ballad of the Skeletons. The Nation.
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