Close Reading . . . College Readers . . .

1
Close Reading . . . College Readers . . .

• Writing to prove that you understand
• every word that you read
• English/Reading Workshop
• Student Support Services
• Troy University (Main Campus)

2
Workshop Objectives

• To improve your reading comprehension skills.
• To offer you a reading strategy.
• To improve your critical thinking skills and
  contextual reading (reasoning).
• To help you understand the importance of defining
  key terms when you read.

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• The General Purpose of this workshop is to help
  improve your reading comprehension skills.
• You must study (devote your attention to learning
  and the learning process) in order to comprehend
  concepts, especially at the college level.
• There are expectations that you as a college
  student can and will think at a higher level than
  the average grade-school student.

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So . . . What is Comprehension?
Comprehension is a major reading
objective. Webster's Dictionary defines
comprehension as the capacity for understanding
fully the act or action of grasping with the
intellect."
Actually, its OKAY not to grasp everything !
WAIT . . .
Please continue to next slide . . .
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Do you have to define every word to prove you
understand?

• No. Understanding every word you read does not
  require that you define every word.
• If you tried to define every word, you would get
  bogged down in far too many details and never
  completely read anything. You might give up in
  frustration.
• Understanding what you read requires you to think
  as a wise reader.
• A wise reader is someone who can make sensible,
  balanced judgments and appropriately manage
  information as a resource (without wasting or
  under utilizing information).
• Example of information wasting/ overuse
• -- Citing long quotes instead of paraphrasing.
• -- Presenting logical fallacies as if they are
  proven evidence.
• A wise reader is a critical reader one able to
  apply critical thinking abilities (1) analysis
  (compartmentalize), (2) synthesis (innovate), and
  (2) evaluation (judge or assess)

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Defining key terms is critical to building
comprehension.

• Key terms for this
• presentation are
• Close Reading
• College Reader
• Key Terms
• Contextual Reading
• Critical Thinking

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Close Reading (Key Term 1)

• Close Reading is formal reading that requires
  more than just identifying words correctly. The
  reader must also be able to respond critically to
  the text.
• Close reading is concerned with what the language
  denotes (expresses outright) and also what it
  connotes (implies based on how the writer uses or
  presents information to readers).
• So, when close reading, ask yourself these
  questions
• Is there dialogue or description presented? Is
  the tone humorous or serious? Is the style
  unique or have you seen other writers use that
  style? Is the language vague or straight to the
  point?
• Close reading does not require the reader to
  consider historical background or an authors
  writing motivations before reading.

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Close Reading (cont.)

• Close reading thus involves paying attention to .
  . .
• Patterns occurrences that repeat or follow a
  sequence
• Polarities conditions or situations that create
  opposition / differences
• Problems difficult situations, matters or
  people need for resolution.
• Puzzles difficulties or mysteries that require
  work or effort to solve or energy to make less
  complicated or manageable.
• Paradigms changing courses of action or shifts
  in thought
• Perception application of senses (using the
  mind to process information) Thinking,
  Feeling, acknowledging, gaining awareness

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Remember Close reading involves perception.

• Perception is using ones mind as a processor
  with these multiple capabilities
• (1) create, (2) retrieve, (3) modify, and (4)
  store data that may be publishable material.
• You may publish your perceptions in various
  forms, such as printed text, visual rhetoric /
  graphic art, or as oral speech. 

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What is a College Reader? (Key Term 2)

• Quite possibly, you are a college reader, if you
  a
• college student meeting one or more of these
  criteria (guidelines)
• You are a college student who enjoys reading.
• You are a subscriber someone who contracts to
  receive and pay for a service or a certain number
  of issues of a publication
• You are a person who can read a literate person
• You are a reviewer someone who reads manuscripts
  and judges their suitability for publication
• You are a proofreader someone who reads in order
  to find errors and mark corrections for revision.
  
• You lector someone who reads the lessons in a
  church service someone ordained in a minor order
  of the Church
• You lecture a public lecturer at certain
  universities
• You are one who writes, edits or publishes
  perceptions for others to read.
• Source http//www.google.com/search?hlenrlz1T
  4GGIC_enUS225US225deflenqdefinereadersaXoi
  glossary_definitioncttitle

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What are key terms? (Key Term 3)

• Key Terms are words that hint or indicate the
  focus of a speaker or writer.
• Key terms may also be referred to as a cue.
• A cue word should alert the mind to think in a
  particular direction.
• Cues have a predictive function in that they help
  the mind or heart anticipate an outcome or
  expectation, as well as an approaching conflict
  or possible resolution.
• The ability to spot cues makes you a powerful
  reader and writer.
• It proves you are vigilant (observant,
  discerning, astute).

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What is Contextual Reading? (Key Term 4)

• Contextual Reading is reading in such a way that
  proves you have good sensory discernment skills
  and the ability to read between the lines, as
  well as separate facts from opinions.
• A contextual reader searches for a balanced
  truth, even in works of fiction or poetry.
• An effective contextual reader displays detection
  skills, seeing flaws as well as demonstrations of
  excellence in writing.
• (Example of a notable flaw weak character
  development)
• (Example of notable excellence Transitional
  flow of the language)
• An effective contextual reader with good sensory
  skills is one who looks for what is plausible
  (believable or reasonable) within the text and
  recognizes gaps in logic.

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What is Critical Thinking? (Key Term 5)

• Critical Thinking requires application
• of higher order thinking or critical
• thinking skills
• Analysis breaking down information into
  understandable parts.
• Evaluation making judgments based on a set of
  guidelines
• Synthesis creating something new out of
  available resources.

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How to Improve Critical Thinking Reading Skill

• 1. Learn to Identify Themes such as
• Family and Community
• Coming of Age (Rites of Passage)
• Politics and Society
• Class and Society
• Race and Society
• Gender and Society
• Culture and Myths
• Love and Loss
• Ethics and Value Systems
• Life and Death

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How to Improve Critical Thinking Reading Skill

• 2. Learn to Identify Common Rhetorical
  Strategies that Writers Use, such as
• Narration (Storytelling biography
  autobiography)
• Description (Observation and detailed expository
  writing)
• Cause and Effect
• Definition (Expounding, Exemplifying)
• Persuasion (Argument or Rhetoric)
• Process Analysis
• Comparison/Contrast
• Source
• Cain, K., Neulib, J., Ruffus, S., and Sharton,
  M. The Mercury Reader. Needhaam Heights, MA
  Pearson, 2000.

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How to Improve Critical Thinking Reading Skill

• 3. Study reading theories and perspectives such
  as
• Michael Foucault Deconstruction -- Foucault
  believed that whether we are aware of it or not,
  literature is a reflection of the writers
  feelings and or even hidden assumptions about
  the world during the time in which the literature
  is written.
• Feminist Focuses on writing to evoke change in
  the perception of and way of life of women.
  (Feminist theorist Helene Cixous)
• Karl Marx Marx believed that day-to-day
  occurrences in life impacted writers and
  publications. People, therefore, write about
  what concerns them.
• New Historicism is the belief that there is not
  much difference between literature and history.
  It thus focuses on the ideologies expressed in
  the text, such as, for example the expression of
  Marxist ideals in the text.
• Source
• Cain, K., Neulib, J., Ruffus, S., and Sharton,
  M. The Mercury Reader. Needhaam Heights, MA
  Pearson, 2000.

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A Reading Strategy can help.

• The SQ3R Reading Strategy requires readers to . .
  .
• Survey
• Question
• Read
• Recite
• Review
• . . . the text

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SQ3R Reading Strategy

• Survey (Scan) Familiarize yourself with your
  textbook organization before beginning to read
  the entire text.
• Look at the following
• Titles and other headings
• Visual Elements (Graphics / fonts that stand out)
• List of Objectives
• Self-check questions
• Summary, if appropriate
• Soruce pennfoster.edu /learn

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SQ3R Reading Strategy

• Question - Turn the headings into questions.
• Why?
• This helps direct your reading and thought
  process.
• Look for answers to your questions.
• The better your questions are, the better will be
  your understanding of the material.
• Source pennfoster.edu /learn

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SQ3R Reading Strategy

• Read
• Begin to read the material slowly and carefully,
  one section at a time.
• Use a highlighter or a ballpoint pen to mark
  important points.
• Highlight (or underline) only important words/
  phrases avoid marking entire sentences.
• Soruce pennfoster.edu /learn

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SQ3R Reading Strategy

• Recite
• Before going to a new section, stop and repeat,
  either silently or aloud, the main points of what
  youve just read.
• Explaining concepts in your own words helps you
  remember what you read.
• Soruce pennfoster.edu /learn

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SQ3R Reading Strategy

• Review what you have read as soon as possible.
• Resurvey what youve read.
• Go over the notes youve written.
• Reread complicated or underlined/ highlighted
  passages.
• Soruce pennfoster.edu /learn

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Writing supports or proves Reading Comprehension.

• Explicate Present detailed comments that
  reflect your understanding of what you have read.
  Discuss the organization, language presentation,
  and other elements of the writing. This proves
  you have thought about and understand what you
  have read.
• Journalize Read and respond in writing to what
  you have read. Write about how what you read
  makes you feel. Write subjectively. This may
  prove you understand or can apply what you have
  read.
• Critical Review assesses the value of what you
  have read and may prove that you understand what
  you read.

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Use A Dictionary.

• Why? To help you understand
• what you read It is a valuable study tool.
• Use a dictionary correctly.
• Survey it. Become familiar with what it has to
  offer you.
• Most dictionaries include the following
  information for each word
• Pronunciation
• Part of speech
• The etymology (Words history)
• Origin date (date when the word first appeared in
  English)
• Definition
• Synonyms
• Examples (sentences)

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Use Which Dictionary?

• Recommended dictionaries for college students
• Unabridged (exhaustive / not abbreviated
  versions)
• Webster's Third New International Dictionary
• Random House Dictionary
• Abridged (abbreviated or condensed versinos)
• Random House College edition
• Webster's Collegiate Dictionary
• American Heritage Dictionary

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PRACTICE QUIZ

• When reading, you must look up every word to make
  sure you are interpreting the text correctly.

True
False
Click mouse or arrow for correct answer.

• False
• No. Understanding every word you read does not
  require that you define every word. You may get
  bogged down in details trying to define every
  word.

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PRACTICE QUIZ

• 2. Close reading requires the reader to consider
  historical background and the authors background
  before or while reading.

True
False
Click mouse or arrow for correct answer.

• False
• No, a survey of history is not necessary. Close
  reading requires reader to think critically and
  use perception skills while reading.

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PRACTICE QUIZ

• 3. Perception involves using ones mind as a
  processor with multiple capabilities.

True
False
Click mouse or arrow for correct answer.

• True
• As a processor, the mind may (1) create, (2)
  retrieve, (3) modify, or (4) store data that may
  be publishable.

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PRACTICE QUIZ

• 4. You may be a college reader if you are one
  who writes, edits or publishes perceptions for
  others to read.

True
False
Click mouse or arrow for correct answer.
True
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PRACTICE QUIZ

• 5. Key terms can help readers predict outcomes
  or expectations.

True
False
Click mouse or arrow for correct answer.
True Key terms or cue words can help readers
anticipate conflicts and resolutions.
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PRACTICE QUIZ

• 6. A vigilant reader pays attention to cues.

True
False
Click mouse or arrow for correct answer.

• True
• A vigilant reader is observant, astute and
  discerning enough to pick up cues when reading.

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PRACTICE QUIZ

• 7. Context reading requires readers to (1) look
  for a balanced truth, (2) read between the lines
  when necessary, and (3) find ways to add their
  own ideas into what others have written.

False
True
Click mouse or arrow for correct answer.

• False
• No. Context reading has as its goal seeking the
  balanced truth, not trying to infuse ones own
  ideas into other authors writings.
• Quiz within a Quiz Question What do you think
  the word infuse means, based on context clues
  in the sentence? Click for the answer.

Quiz within a Quiz Answer To Add or include
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PRACTICE QUIZ

• 8. Narration is a common rhetorical strategy
  that writers use to draw readers attention.

True
False
Click mouse or arrow for correct answer.

• True
• Writers use various rhetorical strategies to
  attract readers. Learning these strategies helps
  with reading comprehension.

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PRACTICE QUIZ

• 9. An abridged dictionary provides readers with
  an uncondensed, exhaustive amount of information
  on every word in the English language.

True
False
Click mouse or arrow for correct answer.

• False
• An abridged dictionary is shortened or condensed
  and may have selected information on selected
  words.

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PRACTICE QUIZ

• 10. Writing can support or reflect reading
  comprehension.

True
False
Click mouse or arrow for correct answer.

• True
• Writing journal entries, explications and reviews
  of literature can improve or prove reading
  comprehension. Conversely, what you write can
  also indicate that you do not understand what you
  have read.

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Bonus Question

• Read the following passage
• Writing journal entries, explications and
  reviews of literature can often improve or
  support a college readers reading comprehension
  skills. Conversely, what a college reader writes
  and publishes may indicate that the reader does
  not truly understand what he or she has written.
  Therefore, a confused college reader may need to
  use a reading strategy such as the SQ3R method,
  or a reader may simply need to read the text
  again, underline key terms, and use a dictionary
  to locate definitions to underlined terms. Once
  the reader understands the meanings of key terms,
  he or she may choose to write and publish new
  journal entries, explications and reviews that
  prove that the college reader comprehends the
  text and wants to share his or her comprehension
  with other readers.
• (1) Based on your contextual reading of the above
  statements, what key terms would you choose to
  underline in the passage?
• (2) Also, define the word conversely based on
  your contextual reading of the passage.

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The END

• If you have questions about this workshop, please
  speak with the English/Reading Specialist
  (Shackelford Hall Annex 109). You may phone
  670-5985 to set tutoring appointments or to sign
  up for future workshops.
• Remember to complete and submit to full-time
  staff the academic seminar evaluation form which
  documents your participation in this workshop.
• Thank you for your attention.
• Have a great day and a great learning experience
  here at Troy University.