Hum3

Applied Humanities

Research Two Works Tips for Critical Reading 3 Module Three: Examining the Humanities / Page 3.1.5 Tips for Critical Reading On this page: 0 of 3 attempted (0%) | 0 of 3 correct (0%) Objective: Recognize what critical reading is, how it can help you, and how to do it.

Critical Reading

Once you’ve found sources that seem relevant, you’ll want to do more than simply skim the articles and cite them. The next step is to read each potential source critically.

Critical reading is significantly different from reading for pleasure or leisure. When we read critically, we don’t simply absorb the information an author is presenting, as we often do when reading casually. Instead, we enter into a mental conversation with the author; we constantly question what information is being presented (and how), using logic to consider and critique the author’s work thoughtfully.

You need to be able to read critically to succeed in college, where you will encounter and engage with texts on a daily basis in most (if not all) of your courses. Developing critical reading skills now will also better prepare you for your future profession, whether it is in science, technology, law, journalism, or the humanities—all of which require their practitioners to be able to digest challenging texts and write critically about them. The practice of reading critically can also help you become a more thoughtful person in other areas of your life, as you learn to question and analyze the perpetual stream of information you encounter in the news and in advertising.

The term active reading is often used to describe the critical-reading process. Active reading—which, as its name suggests, is the opposite of passive reading—involves previewing the text in preparation for reading, taking notes on the text, and questioning the text in order to establish your own position on the subject at hand.

Multiple-Choice Question

When you read critically, which of the following is MOST important to do?

question the text agree with the text skim the text

highlight the text

Previewing the Text

Previewing the text helps you know what to expect, often by helping you understand the context in which the text was created. When approaching a text for the first time, don’t begin by abruptly diving into the first sentence. Instead, read any and all included prefatory material, along with the author’s biographical information. Examine the title, the subtitle, the first and last paragraphs, any headings, and any visuals. Notice whether the author uses footnotes or endnotes and what types of information these contain. Pay attention to the work’s original publication date and determine whether the work is an excerpt from something longer. Considering these elements up front will put you in a better position to appreciate and engage with the body of the text.

Taking Notes

Taking notes prompts you to pay more attention to a text’s important points, thus helping you connect more effectively with the material. You can take notes in a number of different ways—by jotting down key quotations, summarizing major points, or creating an outline corresponding to the way the text is organized. By condensing complex information about the texts you’ve read into an accessible format, your notes will help you prepare more easily for papers and participate more fully in class discussions.

Multiple-Choice Question

When taking notes, what types of information should you jot down?

key terms, quotations, and the publication date the title, headings, and subheadings points you think the author should have included a basic outline, major points, and key quotations

Establishing Your Position Through Questions

As you read, asking and answering questions about a text can help you better understand its purpose, main points, and organizational structure. Consider these useful questions to ask while reading:

What is this text’s thesis or main idea? What kinds of reasons (facts, examples, personal experiences, statistics, etc.) does the author provide to support his or her thesis? Who is the author’s intended audience? What does the author do to accommodate this audience’s education and reading levels? Does the author introduce any unfamiliar terms that need to be defined in order to understand the text? Does the author consider alternate viewpoints? If so, how does he or she address them? Does the author’s argument have a moral or ethical dimension to it? Does the author make value judgments in his or her argument? If so, how? What are the underlying assumptions behind these judgments?

Once you have answered those questions through a close reading, it’s time to articulate your own thoughts about the text. Start that process by considering these additional questions:

Is the author’s thesis persuasive? Why or why not? Has the author provided solid reasons to support the thesis? Does the author adequately define key terms, or is there still confusion as to what the argument is really about? What basis does the author provide for imposing value judgments on a topic? Does the author examine his or her assumptions, or are they left unstated? Do you agree with the author’s value judgments? Why or why not?

The process of asking, answering, and reflecting on these questions will teach you a great deal, not only about the texts you read but also about your own position as a critical thinker on a wide range of topics. Developing and understanding the subtleties of your own views in relation to those of other thinkers and scholars is a fundamental part of higher education.

Multiple-Choice Question

What type of questions should you ask yourself while you read?

questions that help you notice details and stay awake questions that reveal errors that discredit the author questions that help you make up your mind about how you feel questions that help you understand the structure, main points, and purpose

close