The document discusses critical reading skills. It defines critical reading as actively engaging with texts by asking questions and analyzing from different perspectives. Critical reading is important for academic development as it helps develop critical thinking abilities. The document outlines skills of critical versus passive readers and describes two modes of reading: reading with the author to understand their perspective, and then reading critically by questioning and challenging the author's arguments. It provides examples of identifying reasons and conclusions in passages and emphasizes the importance of understanding an author's reasons for their conclusion.

1. CRITICAL READING
◦ By
◦ Sadaf Hussain

2. What is critical reading?
◦ Critical reading involves practicing active reading skills. A critical reader
has the capacity to read literally and critically. When you critically read a
text you are able to look beyond the surface of what is being said.
Critical readers ask questions as they read. They engage and analyse
their reading from different perspectives.

3. Why is critical reading important?
◦ Critical reading is essential to academic development. Without critical
reading, it is difficult to engage in critical thinking and writing. Well
developed critical reading skills ensures that you read with purpose and
value.
◦ Reading for essays and dissertations is not meant to be a passive and
inactive process. Critical reading ensures you nurture your critical
thinking skills.

4. The skills of a critical reader
◦ Critical Readers
◦ Active engagement with reading material. A willingness to question and
challenge whilst considering the evidence.
◦ Look at the strengths and limitations of every theory/argument/view.
Draw links and differences between theories and authors
◦ Read a variety of material. Books, journals and website articles etc.
Critical readers are able to demonstrate their critical reading & thinking
skills in their writing.

5. Passive Readers
◦ Passive. Accept reading material without considering the information
from different angles.
◦ Accept any argument or view. Avoid looking beyond the surface of the
text.
◦ Rely on reading textbooks. Avoid reading more challenging material.
Passive readers often produce written work that is more descriptive
than critical.

6. Two modes of reading approach
(reading strategy)
◦ Mode 1: Reading with the author: understanding the author’s
perspective Make sure you truly understand the author’s views and
ideas. Bullet point or mind map the author’s ideas/assertions for future
reference. At this stage do not question or challenge the author’s views.
Instead focus on the arguments and ideas expressed. Consider the ideas
for their own value.

7. ◦ Mode 2: Reading the author critically: engaging the author in a dialogue Now you can
question or challenge the author or theory. Look at the strengths and limitations of
the arguments/ideas.
◦ Are there questions that you feel the author has not addressed?
◦ Can you think of other theories or ideas that either support or contradict the author’s
arguments?
◦ Continue to develop your critical reading skills and take your thinking to the next
level. Consider your own perspective.
◦ At this stage you can draw links between the reading material and your essay or
dissertation topic.

9. How do you identify a critical thinking
conclusion?
◦ The Reasons of Reasoning
◦ Definition of reasons and conclusions: Reasons are the evidence or premises that
support a conclusion or claim. A conclusion is the claim or statement that is
supported by the reasons.
◦ Examples of reasons and conclusions: For instance, a reason for the claim that
"regular exercise improves health" could be "exercise strengthens the heart and
lowers blood pressure." The conclusion is "exercise improves health.“
◦ Answer the question: What is the author trying to prove? Conclusion is often
preceded by words showing opinion, judgment ,prediction or conclusion like
conclude that, contend that, believe that, hypothesize that, clearly. Such wording
allows you to identify the conclusion in no time.

10. ◦ Attention: Reasons are explanations or rationales for why we should believe a particular
conclusion.
◦ http://critical-readings.blogspot.com/2010/10/guide-to-critical-reading-what-

11. Practice Exercises
Critical Question: What are the reasons?
First survey the passage and highlight its conclusion. Then ask the
question, "Why?" and locate the reasons. Use indicator words to help. Keep
the conclusions and the reasons separate. Try to paraphrase the reason;
putting the reasons in your own words helps clarify their meaning and
function.

12. Passage 1
◦ Public swimming pools can be a health hazard. Many public pools are not able to obey
the sanitation regulations and therefore allow for the contraction of waterborne bacteria.
Studies have shown that only 60 percent of public pools are able to maintain the proper
amount of chlorine in the water, allowing for those who use the pool to be infected. Many
pool users have become ill after the use of a public swimming pool.

13. Passage 2
◦ Schools all around the nation are forming community service programs. Should students be required to
do community service? There are many drawbacks to requiring such service. Students will not be able to
understand the concept of charity and benevolence if it is something they have to do.
◦ Forced charity seems contradictory to the concept of charity. If this concept loses value for the students
because the service was not a choice, they will then resent the idea of community service and not
volunteer to do so at a later time in life. Furthermore, because this community service would be coerced,
the students may not perform at a high level.
◦ They may feel they will do the bare minimum of what is required. The students may also be resentful or
rude to the people they are helping, which would also hamper the progress of the community service. As
you can see, forced community service may not be the best programming choice for schools.

14. Passage 3
◦ In high school men's basketball and men's football usually dominate the Friday night schedule.
Should it be that way? These games are significant to the high school experience, but not at the
cost of die other sports in die school. Just because it has been a tradition does not mean that
the format has to remain that way.
◦ It is easier for most parents and other fans to make it out to the game on Friday nights.
Therefore, it is easier for them to come see the men's basketball or men's football games. What
about the girl's basketball team, or the swim team? Their games should not always be stuck on
weekday afternoons and evenings.
◦ Their families often are not able to make it out to see them because most are working during
the afternoons. The students who play these "secondary" sports are not getting a fair share of
the spotlight; the schedule should change to accommodate these other sports.

15. IDENTIFICATION AFTER CRITICAL
READING:
◦
◦ Passage 1,2 AND 3
◦ ISSUE: ?
◦ CONCLUSION: ?
◦ REASONS: ?

16. CRITICAL QUESTION SUMMARY:
WHY THIS QUESTION IS IMPORTANT
◦ What Are the Reasons?
◦ Once you have identified the issue and conclusion, you need to understand why an author has come to a
certain conclusion. Reasons are the why. If the author provides good reasons, you might be persuaded to
accept her conclusion. However, right now, we are simply concerned with identifying the reasons.
Identifying the reasons is the next step in deciding whether you should accept or reject the author's
conclusion.

17. ◦THANK YOU