The document provides information about critical reading and various reading strategies. It discusses that critical reading is an active way of reading that involves analyzing, interpreting, and sometimes evaluating a text. It also discusses questioning both the text and one's own reading. The document then outlines strategies for critical reading such as preparing to read with an open mind, considering the title, reading slowly, and making notes. It also discusses multiple intelligence theory and outlines various types of intelligence such as linguistic, kinesthetic, visual, interpersonal, and intrapersonal. Finally, the document discusses different types of reading such as scanning, skimming, focus reading, and the SQ3R reading strategy.

1. Critical Reading
Prepared by: Mubariz Zirman

2. Critical Reading
 Critical reading is a more ACTIVE way of reading.
 It is a deeper and more complex engagement with a text.
 Critical reading is a process of analyzing, interpreting and, sometimes,
evaluating.
 When we read critically, we use our critical thinking skills to QUESTION both
the text and our own reading of it.

3. What to do as a Critical Reader?
1. Prepare to become a part of the writer’s audience.
 Learn about the author, anticipated audience and read instructions and notes.
2. Prepare to read with an open mind.
 Give the write a chance to develop ideas and then reflect thoughtfully and objectively on the
text.
3. Consider title.
 The title will provide clues to writer’s attitude, goals, views and approaches.
4. Read slowly.
5. Use the dictionary and other appropriate reference works.
6. Make notes.
 Underline, highlight and jot the main ideas, the thesis and author's view points to support the
theory.
7. Keep a reading journal.
 Record your responses and thoughts in a more permanent place.

4. Characteristic features of Critical Reading?
• Examine the evidence or arguments presented.
• Check out any influence on the evidence or arguments.
• Check out the limitations of study design or focus.
• Examine the interpretations made.
• Decide to what extent you are prepared to accept the author’s arguments,
opinions or conclusions.

5. Why Critical Reading?
 Your need to step into the academic debate and to make your own
evaluations of how much you are willing to accept what your read, rather
than blind acceptance.

6. C.R. does not have to be all negative!
 The aim of C.R. is not to find fault, but to assess the strengths of the
evidence and arguments.

7. How to become a Critical Reader?
1. Consider the title.
2. Think about what you already know about the topic. What else you need to know?
3. Look at how the text is structured: subdivisions, chapters, acts etc.?
4. Skim the opening sentence of each paragraph. Any hint?
5. Read carefully, marking or highlighting confusing parts. (dictionary?)
6. Identify key issues or arguments along with important terms and interesting ideas.
7. You may take notes in margins or in reading journal.
8. Question the sources: personal experience, research, imagination etc.
9. What question would you like to ask the author?
10. Think about the work as a whole: what?
11. Did you get what you expected?

8. Critical R. V. Critical Thinking
 Critical reading is a technique for discovering information and ideas within a
text and critical thinking is technique for evaluating information and ideas,
for deciding what to accept and believe.
 Critical R. and Critical Th. Work together.
 First you read critically and then think critically.

9. How will does the text do what it does?
1. A specific topic must be addressed
2. Terms must be clearly defined
3. Evidence must be presented
4. Common knowledge must be accounted
5. Exceptions must be explained
6. Causes must be shown to precede effects and to be capable of the effect
7. Conclusions must be shown to follow logically from earlier arguments and
evidences.

10. Critical thinking v. Creative thinking
 Critical thinking is when you think analytically, judgmentally, selectively and
make choices.
 Creative thinking on the other hand, is when you think generatively,
uncritically, expansively and generate a list of new ideas.

11. General critique guidelines:
 Although you are not an expert writer, still you can identify the primary
strengths and weaknesses. The followings are areas to be considered:
1. Content: consider the topic and the way it has been developed
(appropriateness, interest, clarity of arguments, scope, amount, evidence
etc.)
2. Organization: how the topic is introduced and concluded. Is there thesis
statement, does body develop, are they organized, and is the conclusion
restate the thesis.
3. Style: Is the style (humorous, serious, reflective, reflective, satirical etc.)
appropriate? Is there sufficient creativity? Is the word choice interesting?
4. Correctness: Check for grammar, punctuation and form. Feel free to mark an
error. You can put an “X” when a sentence seems wrong to you.

12. Personal Essay Critique
1- Does the write have a clear but understated purpose to the essay?
2- Does it avoid being overly moralistic?
3- Does the essay contain suspense or tension that is resolved in some way?
4- Do you have any suggestion for organizing the essay?
5- Does the essay make good use of concrete description, anecdote and dialogue?
6- Does the essay help you to feel the emotions rather than just describe the
emotions of the author?
7-Does the essay show a significant aspect of the writer's personality?
8- Does the write seem authentic?
9- is this a passionate piece? Is it creative?

13. Critical Review
1- Does a direct thesis convey both the subject and the reviewer’s value judgment?
2- Does the review provide a summary or description to help you experience the film,
music, event, etc.? Note places were the author provides too much or too little
detail.
3- Does the essay clearly identify relevant criteria for evaluation? Are they
appropriate, believable and consistent?
4- are any important features of the reviewed subject omitted?
5- Logos (logic, content): Does the essay provide sufficient, relevant and interesting
details and examples sufficiently inform and entertain?
6- Ethos (author): Does the author’s judgment seem accurate and convincing?
7- Pathos (emotional appeals): Does the author responsibly and effetively utilize
emotional appeals to the audience?
8- Does the author include adequate reference to the opposition and respond to that
opposition appropriately?

14. Information Essay Critique
1- Is the topic clearly explains and sufficiently focused?
2- Does the content fit the audience?
3- Is it organized effectively?
4- Are definitions clear?
5- Are other strategies (classification, comparison, analysis) used effectively?
6- Does the author utilize vivid details, interesting examples, and lively
language?
7- Does the essay avoid emphasizing judgment over explanation?
8- Does the essay have a clear focus or implied thesis?

15. Comparison/Contrast Essay
1- Is the purpose for comparison or contrast evident and conversing?
2- Does the essay identify significant and parallel characteristics for comparison?
3- Does the author adequately explain, analyze or reflect on the comparison or
contrast?
4-Does the author provide appropriate transitions words to indicate comparison
and contrast?
5- Is the treatment of each side of the comparison or contrast in balance?
6- Does the essay provide sufficient, relevant and interesting details?

16. Feature Article Critique
1- Does the article interest you? Do you think it will interest the intended
audience? Can you suggest ways to increase interest?
2- Can you tell what the angle or implied thesis is?
3- Has the writer done sufficient research?
4- Is the subject presented vividly with sesory images, graphic details and
figurative language?
5- Does the writer use an appropriate mixture of anecdote, quotation,
description and explanation?
6- Are the beginning and ending paragraphs interesting and appropriate for the
specific audience?

17. Documented Article Critique
1- Is the thesis clear, argumentative and effective? Why or why not?
2- Are the topic and thesis reasonable for the assignment, audience and context of
the essay?
3- Does the author define his or her terms and provide sufficient background
information?
4- Is the thesis supported by clear reasons?
5- Doe the reasons fit logically together and are they placed in the right order?
6- Does the author adequately address the oppositions? What is another apposing
argument he/ she could have addressed?
7-Has the author done adequate research?
8- Are the words cited adequately introduced and explained before citing from them?
9- Does the paper contain an appropriate blend of well-placed quotations within a
context of the authors own words and paraphrases from other sources?
10- Is the writer clearly in charge, naturally introducing and interacting with source
rather than merely reporting on them?
11- Do you find the argument convincing? What might you add or omit?

18. Business Writing Critique
1- Does the memo begin with the most important information?
2- Does the memo build rapport by involving the reader in opening paragraph?
3- Does the memo provide sufficient, relevant and interesting details?
4- Does the memo focus each paragraph on the idea?
5- Is the memo informed , accurate and documenting the author’s grasp of
situation?
6- Is the final paragraph classing for a specific action?
7- Is the memo form correct with concise subject line, initialed name and correct
spacing?
8- Is the information arranged (indentations and numbering) in a way that makes
it easy to skim and still get central information?

19. Cover letter
1- Does the first paragraph identify who the author is, briefly state why he/she is
writing and refer to how he/she found out about the job?
2- Does the second paragraph highlight specific strengths, special abilities or features
of the resume to be noted?
3- Does the third paragraph make specific request of the reader or addresss what
action is to be taken?
4- Does the letter provide sufficient, relevant and interesting details to make the
request convincing?
5- Is the letter brief and focused? What elements could be eliminated?
6- Does the writer achieve his or her purpose? Does it make you want to consider the
resume more carefully?
7- Is the tone of the letter polite without being too formal, relaxed without being too
familiar?
8- Is the letter’s form appropriate (heading, spacing, greeting, salutation)? Is it
addressed to a specific person rather than a general like Dear Madam/sir?

20. Resume
1- Does the resume contain the necessary features for the position (name/address,
position desired, education, work experience, achievements, relevant personal
information, reference)?
2- Does the resume contain only essential, relevant information for the position
required?
3- Does the resume emphasize the applicant’s strengths?
4- Does the resume emphasize what is unique about this person’s experience?
5- What additional information might you like to have about this applicant?
6- If you were leading and interview based on this resume, what are two questions
you might ask?
7- Does the resume look neat (appropriate spacing, clear heading and good quality
paper)?
8- Is the resume easy to read?
9- Is the information presented as concisely as possible?
10- Are the elements of each section of the resume presented in a parallel format and
style?

21. Kinds of Tests
• Test is used to obtain information and it is into following types:
1- Proficiency test: it measures people’s ability in a language regardless of any
training they may have had in that language.
2- Achievement test: it measures people’s successfulness and achieving
objectives of a particular course. Achievement test is into two types.
a- Progress achievement test which is administered during the course to measure
progress.
b- Final achievement test which is administered at the end of the course and
measures the final achievements?
3- Diagnostic test: it identifies people’s or students’ strengths and weaknesses.
4- Placement test: it is used to assign students to classes at different levels.

22. Test Constructions
1- Direct v. indirect: direst test asks the candidate to perform precisely the skill
we wish to measure like measuring writing ability by asking to write.
However, indirect test attempts to measure the abilities which underlie the
skills we are interested in like measuring speaking skill by asking to write.
2- Discrete point v. integrate: discrete point measures one element at a time
while integrate measures many different language elements in the
completion of a task.
3- Norm-referenced v. criterion-referenced: norm-referenced is designed to give
information about how the student performed in the test compared to other
students in the same test while criterion-referenced is designed to provide
information about what the candidates can actually do in the language
directly without comparing to other students.
4- Objective v. subjective: objective is a test which does not require judgment in
scoring while subjective test requires judgment in scoring.

23. Overview of the Learning Styles
Learning style group common ways that people learn.
A person may have a particular learning style, but most of
the people have a mix of learning styles. Some other
people may have a particular learning style in a particular
circumstance.
Recognizing their own learning style helps people choose
techniques better suited to them and will improve the
speed and quality of their learning.

24. Multiple Intelligence
As a result from research, Howard Gardner conceptualized intelligence as the
ability to solve problems.

25. Linguistic intelligence
 People who are strong with linguistic intelligence are
able to use words well, both oral and written.
• Materials: Books, newspapers, internet …
• Strategies: Speeches, story telling, writing reports …
• Will be in the future: Politicians, teachers, journalists …

26. Kinesthetic Intelligence
 Those who have high kinesthetic intelligence are said
to be good at body movement, performing actions
and physical control.
• Materials: Experiments, games, presentations …
• Strategies: Role-playing, co-operative learning …
• Will be in the future: Athletes, actors, dancers …

27. Visual Intelligence
 People who are strong in visual intelligence are good in
visualizing things.
• Materials: Videos, photographs, charts …
• Strategies: Using overhead projector, making posters …
• Will be in the future: Sculptures, inventors, architects …

28. Interpersonal intelligence
 Those who have strong interpersonal intelligence are good in
understanding and interacting with other people.
• Materials: Conferences, conversations …
• Strategies: Cooperative tasks, class discussions …
• Will be in the future: Politicians, business persons,
counselors …

29. Mathematical Intelligence
 People who are strong in mathematical intelligence are good at
reasoning, recognizing patterns and logically analyzing problems.
• Materials: Diagrams, formulas, puzzles …
• Strategies: Problem solving, riddles …
• Will be in the future: Scientists, engineers,
• accountants …

30. Musical intelligence
 People who have strong musical intelligence are good in
thinking in patterns, rhythms and sounds. They have a
strong appreciation for music.
• Materials: Trios, jingles, background music …
• Strategies: Choral reading, lyric poems …
• Will be in the future: Composers, musicians, singers …

31. Intrapersonal intelligence
 Individuals who are strong in intrapersonal intelligence are good at
being aware of their own emotional states, feelings and
motivations.
• Materials: Journals, readings, self-evaluation …
• Strategies: Concentration exercises, meditations, goal sittings …
• Will be in the future: Philosophers, theorists,
researchers …

32. Naturalist intelligence
 Individuals who are high in this type of intelligence are more in
tune with nature and are often interesting in developing,
exploring the environment and learning about other species.
• Materials: Elements found in nature …
• Strategies: Exploring nature, environmental studies, ecology …
• Will be in the future: Biologists, astronomers,
veterinarians …

33. Types of Reading
1. Scanning: Reading for specific purpose. We scan when we would like to know about
particular information such as looking for your own name in a short list for interview.
2. Skimming: A rapid reading for getting overall, main and only important points. We skim
when we don’t have too much time to read in details or do not like to spend too much time
such as reading a daily newspaper or reviewing the book just before your exam begins.
3. Focus Reading: On the contrary to scanning and skimming, we don’ t skip or ignore some
parts, but we read each element. Focus reading is into two types:
A. Intensive Reading: A detailed reading for academic or important purposes where each
word, sentence and fact is important such as reading a contract or a textbook.
B. Extensive Reading: A detailed reading for pleasure or general understanding such as
reading a poetry or in your interested field.

34. SQ3R
 It is one of effective reading strategies which stands for the followings:
1. Surveying: In this step as a reader you consider main and sub-titles, bold and italic
words, tables, diagrams, pictures etc. in order to know what the topic is about?
2. Questioning: In this step you ask questions about the content of the topic. Your may
change each element your surveyed or ask question you are interested to be
answered.
3. Reading: In this step you start reading critically. While reading your may highlight,
underline or take margin notes. Try to focus on answering your questions.
4. Recalling: Recite, from memory as much as possible, the important points under
each heading after you read a section. Depending on your learning style, your may
write the summary or recite aloud in your own words.
5. Reviewing: Review immediately after reading a section. This should be relatively
brief, not more than 5 minutes, and can encompass answering your questions and
outlining sections out loud and from memory. To inhibit forgetting, try reviewing
weekly, and every time you read another section, review the previous section in
the same way.