Academic Reading

759 views
642 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
759
On SlideShare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
29
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Academic Reading

  1. 1. Academic Reading Developing Academic Competence (Week 2) Eljee.Javier@manchester.ac.ukMonday, 1 October 12
  2. 2. Reading so far... ✴How did you choose what to read? ✴How did you go about finding your text(s)? Did you have a preferred method for searching online? ✴If you tried using one or more of the reference management tools, what was your experience? by Eljee Javier Would you continue using it? Why or why not?Monday, 1 October 12
  3. 3. Referencing BE CONSISTENT THROUGHOUT CHECK WITH YOUR TUTORS Variations of the Harvard System...Monday, 1 October 12
  4. 4. Wallace, M. and Wray, A. (2011). Critical Reading and Writing for Postgraduates. 2nd edition. London: Sage. OR Wallace, M. and Wray, A. 2011. Critical Reading and Writing for Postgraduates. 2nd edition. London: Sage.Monday, 1 October 12
  5. 5. Stapleton, P. (2003). Assessing the quality and bias of Web-based sources: Implications for academic writing. Journal of English for Academic Purposes, 2(3), pp. 227–243. OR Stapleton, P. 2003. Assessing the quality and bias of Web-based sources: Implications for academic writing. Journal of English for Academic Purposes, 2(3), pp. 227–243. OR Stapleton, P. (2003). Assessing the quality and bias of Web-based sources: Implications for academic writing. Journal of English for Academic Purposes, 2/3: 227–243. OR Stapleton, P. 2003. Assessing the quality and bias of Web-based sources: Implications for academic writing. Journal of English for Academic Purposes, 2/3: 227–243.Monday, 1 October 12
  6. 6. Critical Reading STEP 1: TAKING CHARGE AND MAKING STEP 2: CRITICALLY READ WHAT YOU’VE CRITICAL CHOICES ON WHAT TO READ. CHOSEN. What criteria are you using when deciding on what to Asking questions of the text read To what extent / detail TimingMonday, 1 October 12
  7. 7. Deciding on what level to engage the text GENERAL DETAILED OVERVIEW ANALYSISMonday, 1 October 12
  8. 8. General Overview - Previewing the text What can you learn from the title? What can you learn from the abstract information? What does the layout (subsections, headings etc.) suggest? Look at the type of journal / website / publisher. What more can you learn?Monday, 1 October 12
  9. 9. General Overview - Understanding the text Pencil vs. highlighter Develop your own marking symbols Make a note of questions that come up. Look at the type of journal / website / publisher. What more can you learn?Monday, 1 October 12
  10. 10. Detailed Analysis Infer the underlying assumptions and perspectives of the text in order to relate and/or evaluate the content. Contextualise the content by viewing the content in relation to your own experiences. Articulate your insights in language that is meaningful to YOU. Compare to other texts that come before or after it.Monday, 1 October 12
  11. 11. Form for a critical synopsis of a text Use for DETAILED ANALYSIS Suggested framework from Wallace and Wray (2011: 41) See handout 1Monday, 1 October 12
  12. 12. Detailed Analysis (repeated...) Infer the underlying assumptions and perspectives of the text in order to relate and/or evaluate the content. Contextualise the content by viewing the content in relation to your own experiences. Articulate your insights in language that is meaningful to YOU. Compare to other texts that come before or after it.Monday, 1 October 12
  13. 13. Questions and Comments USE a critical synopsis frame that suits you. ORGANISE your texts. ACCESS Blackboard later this week for everyone (hopefully)Monday, 1 October 12

×