Critical reading involves adopting a skeptical attitude, questioning claims, examining evidence, and respecting others. It means scrutinizing arguments to assess their convincingness, being open-minded, and aiming to achieve worthwhile goals. When reading critically, one should skim to get the gist, scan for specific info, read topic sentences to grasp paragraph ideas, and survey at a high level. Key questions to ask include the author's problem, evidence provided, timeliness, scope, certainty, and how accounts differ. The reader should reflect on the author's message, motivation, contribution, and how it relates to other readings.

1. Strategies for
Reading Critically
At the graduate level you are
expected to dig in, explore,
examine, critically analyze, design,
reflect and make meaning.
Academic growth is to be about
pushing you to discover more than
what you already know.

2. What does being a critical reader mean?
● Adopting an attitude of skepticism or reasoned doubt
● Habitually questioning the quality of your own work
and that of others specific claims to knowledge
● Scrutinizing claims to see how far they are convincing
● Respecting others as people at all times
● Being open-minded
● Being constructive by attempted to achieve a
worthwhile goal
Wallace, M. & Poulson, L. (2004). Critical reading for self-critical writing. In
Goodwyn, A., & Stables, A. W. Learning to Read Critically: Learning to read
critically in language and literacy (pp. 3-38). London: SAGE Publications,
Ltd doi: 10.4135/9781849209410

3. Reading Approaches
● Skim reading
○ Reading for the “gist” of it
○ Sense of tone and content – more focused look later
● Scanning
○ Looking for specific information rather than the overall idea
● 1st sentence reading
○ Focuses on the topic sentence provides you with an overall idea of what
the paragraph/chapter is about
● Survey reading
○ Overview of the whole article – at the 30,000 foot level
○ Jigsaw

4. Questions to ask when you are reading critically
● What problem is the author)
working on?
● Does the author provide evidence
for assertions made?
● Is the information up to date?
● Is the focus very narrow? Broad?
● How certain is the author about
what is being said (i.e.:
Might/could/most would appear)
● Does what X is saying contradict Y?
● How does X’s account differ from
Y’s?
Making the most of reading (2002). In Turner, J. Sage Study Skills:
How to study (pp. 80-88). London: SAGE Publications.
Ask yourself, “What is the author
trying to say? What is motivating her
exploration of this topic? What does
this research contribute? What
academic conversations is the author
trying to align with? What are the
main arguments of this piece? How
does this relate to my other assigned
readings?”
Miriamsweeney.net

5. Some ideas and approaches
● Reading an academic article; 3X technique
● 2 column notes technique
● Pomodoro technique – 20 min
● SQ3R reading and note taking strategy
● Skim/questions/purpose = purposeful/read/recite/review
● Research journal purpose and context; what; why (did I find it
useful); how (will I/could I use it)
● Ask good questions: open questions; probing questions; use a
checklist
● Audio readers

6. https://web.stanford.edu/class/ee384m/Hand
outs/HowtoReadPaper.pdf

7. Resources
● MALAT Playlist - supporting student research, & critical
reading and writing
● Asking good questions
● Question Strategies
● RRU Library
● Ask the Library
● SAGE Research Methods
● Four Feathers Writing Guide - Gathering Information
● Getting started with research
● LibGuides
● Book library instruction
● RRU Writing Centre
● Ask the Writing Centre
● Assess your writing
● Giving feedback on student writing
https://libguides.royalroads.ca/learningskills/r
eading