The document discusses common myths about college reading processes and defines critical reading. It outlines 5 common myths: that good readers understand a text fully the first time, don't need help understanding, some will never be good readers, can use the same process for every text, and that reading means memorizing information. Critical reading is defined as an active process where readers look for main points, question assumptions, annotate, interact with, question claims in, evaluate evidence in, and discuss the text with others.

1. Synthesized from Exploring College Writing (Equinox, 2011) by Dan Melzer
MYTHS ABOUT COLLEGE
READING PROCESSES

2. Myth #1: “Good college readers understand
what they’ve read the first time they read it”
(Melzer, 182).

3. Myth #2: “Good college readers don’t need
any help understanding texts” (Melzer, 182).

4. Myth #3: “Some people will never be good
readers” (Melzer, 183).

5. Myth #4: “You can use the same reading
process for every college reading assignment”
(Melzer, 183).

6. Myth #5: “Reading means memorizing
information” (Melzer, 183).

7. CRITICAL READING
 “Critical reading means being an active
reader and not a passive reader”
(Melzer, 177).
 “Critical readers […] look for main points
the author is making, question the author’s
assumptions, and annotate the text as they
read” (Melzer, 177).

8. CRITICAL READING
 “Critical reading means interacting with the
text” (Melzer, 177).

9. CRITICAL READING
 “Critical reading means questioning
assumptions and claims” (Melzer, 177).

10. CRITICAL READING
 “Critical reading means evaluating evidence
” (Melzer, 177).

11. CRITICAL READING
 “Critical reading means thinking about
where and to what extent you agree and
disagree with the author” (Melzer, 178).

12. CRITICAL READING
 “Critical reading means considering the
rhetorical situation and genre of the text”
(Melzer, 178).

13. CRITICAL READING
 “Critical reading means talking with other
readers about the text” (Melzer, 178).

14. REFERENCES
Melzer, Dan. “Academic Reading Processes.”
Exploring College Writing:
Reading, Writing, and Researching Across the
Curriculum. Oakfield, CT: Equinox, 2011. Print.
167-206.