Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Chapter 2: Reading as Inquiry

4,027 views

Published on

Published in: Education, News & Politics
  • Be the first to comment

Chapter 2: Reading as Inquiry

  1. 1. Part 1: The Spirit of InquiryChapter TwoReading as InquiryPowerPoint by Michelle Payne, PhDBoise State UniversityThe Curious WriterFourth Editionby Bruce BallengerCopyright © 2014 by Pearson Education, Inc. All rights reserved.
  2. 2. Chapter TwoReading as InquiryIn this chapter, you will learn how toGoal 1• Examine your existing beliefs about reading and howthey might be obstacles to reading effectively.Goal 2 • Apply reading purposes relevant to reading in college.Goal 3• Recognize reading situations and the choices aboutapproaches to reading they imply.Goal 4• Understand the special demands of reading to writeand practice doing it.Goal 5• Understand some conventions of academic writingand recognize them in texts.Copyright © 2014 by Pearson Education, Inc. All rights reserved.
  3. 3. BELIEFS ABOUT READING“Digging isn’t a bad thing, but reading can be so much more thanlaboring at the shovel and sifting through dirt.”Copyright © 2014 by Pearson Education, Inc. All rights reserved.
  4. 4. Examine your existing beliefs aboutreading and how they might be obstaclesto reading effectively.Reading, like writing, is something you’vedone much of your life, and you’vedeveloped habits and beliefs that governhow you approach reading. These can helpyou or they can hurt you. But you can’tdetermine that until you know what theyare.Goal 1Copyright © 2014 by Pearson Education, Inc. All rights reserved.
  5. 5. One Major Obstacle to ReadingBelief:All meaningresides in the textand the reader’sjob its merely tofind it.Reading is:A search forhiddenmeaningReading is:AnarchaeologicalexpeditionReading is:Like diggingfor bones inthe muckCopyright © 2014 by Pearson Education, Inc. All rights reserved.
  6. 6. PURPOSES FORACADEMIC READING“The research on reading says that the best readers have conscious goalswhen they read.”Copyright © 2014 by Pearson Education, Inc. All rights reserved.
  7. 7. Purposes of Academic Reading• What could I learn from this?• What does this make me think?Explore• What do I understand this to be saying?Explain• Is this persuasive?• How do I interpret this?Evaluate• How is this put together?• What do I notice about how I’m thinking aboutthis?ReflectCopyright © 2014 by Pearson Education, Inc. All rights reserved.
  8. 8. READING SITUATIONS ANDRHETORICAL CHOICES“To write effectively in a writing situation, you need to make appropriaterhetorical choices ... Similarly, in a reading situation, to read effectivelyyou make choices based in part on your reading purpose.”Copyright © 2014 by Pearson Education, Inc. All rights reserved.
  9. 9. Recognize reading situations and the choicesabout approaches to reading they imply.• Rhetorical context for reading similar to thatfor writing (Chapter 1).• Understand WHY you are reading and thenmake conscious choices about HOW to read.Goal 3Copyright © 2014 by Pearson Education, Inc. All rights reserved.
  10. 10. Four Frames for ReadingPurposeWhy are you reading thistext?SubjectWhat do you alreadyknow?What might be yourbiases?Self-PerceptionHow good do you think youare at reading a text in thisgenre, on this subject?Genre/ MediumWhat do you know about thiskind of text?What do you expect?What is it trying to do, and towhom is it likely written?Copyright © 2014 by Pearson Education, Inc. All rights reserved.
  11. 11. A PROCESS FOR READING TO WRITE“Reading to write is one of the most goal-oriented types of reading …What I’m proposing, quite simply, is that you write when you read.”Copyright © 2014 by Pearson Education, Inc. All rights reserved.
  12. 12. Understand the special demands ofreading to write and practice doing it.Questions for the Process of Reading to Write:Goal 4Copyright © 2014 by Pearson Education, Inc. All rights reserved.
  13. 13. ReadingBehaviorsHighlight-ingMarginalnotesJournalwritingTalking tosomeoneRereadingSkimmingTakingbreaksCopyingimportantinfoUnder-liningCopyright © 2014 by Pearson Education, Inc. All rights reserved.
  14. 14. Having a Dialogue with What You ReadDouble-Entry Journal• Focus on what the author or text actually says• Try to suspend judgment• Use questions• Read to write and write to readCopyright © 2014 by Pearson Education, Inc. All rights reserved.
  15. 15. Double-Entry JournalCopyright © 2014 by Pearson Education, Inc. All rights reserved.
  16. 16. WRESTLING WITHACADEMIC DISCOURSE“There isn’t a single academic discourse. There are discourses … Thoughall academic disciplines—from those in the humanities to those in thenatural sciences—are dedicated to creating new knowledge, they eachlook at different aspects of the world.”Copyright © 2014 by Pearson Education, Inc. All rights reserved.
  17. 17. Understand some conventions ofacademic writing and recognize themin texts.• Question or problem• What has already beensaid• Announcement ofhypothesis or claimBeginning• Method of testing orreasoning• Examination ofevidenceMiddle • How does evidencesupport, complicate orundo hypothesis orclaim?• Questions that remainEndHow Academic ArticlesAre OrganizedGoal 5Copyright © 2014 by Pearson Education, Inc. All rights reserved.
  18. 18. Features of Academic DiscourseBeginning of ArticleWhat writer is going to doWhat has already been saidBillboardsReviewsCopyright © 2014 by Pearson Education, Inc. All rights reserved.
  19. 19. Questions Question or problembeing exploredIndicatesfocus, points toconclusionsHedges Qualifying assertions“appear to be,” “tend,” or “suggest”Signposts Where argument isgoingA turn(however), givingreasons (because)and evidence (forexample)Throughout the ArticleCopyright © 2014 by Pearson Education, Inc. All rights reserved.
  20. 20. Reading Strategies forChallenging Texts• Be clear about your goals in reading a text.• Use questions to drive the process.• See a text in its rhetorical context.• Understand that reading is a process.• Write as you read.• Understand the features of academicdiscourse.Copyright © 2014 by Pearson Education, Inc. All rights reserved.

×