Download - Chapter 2: Reading as Inquiry
Part 1: The Spirit of Inquiry
Chapter TwoReading as Inquiry
PowerPoint by Michelle Payne, PhDBoise State University
The Curious WriterFourth Edition
by Bruce Ballenger
Copyright © 2014 by Pearson Education, Inc. All rights reserved.
Chapter TwoReading as Inquiry
In this chapter, you will learn how to
Goal 1• Examine your existing beliefs about reading and how
they might be obstacles to reading effectively.
Goal 2 • Apply reading purposes relevant to reading in college.
Goal 3• Recognize reading situations and the choices about
approaches to reading they imply.
Goal 4• Understand the special demands of reading to write
and practice doing it.
Goal 5• Understand some conventions of academic writing
and recognize them in texts.
Copyright © 2014 by Pearson Education, Inc. All rights reserved.
BELIEFS ABOUT READING
“Digging isn’t a bad thing, but reading can be so much more than laboring at the shovel and sifting through dirt.”
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Examine your existing beliefs about reading and how they might be obstacles
to reading effectively.
Reading, like writing, is something you’ve done much of your life, and you’ve developed habits and beliefs
that govern how you approach reading. These can help you or they
can hurt you. But you can’t determine that until you know what they are.
Goal 1
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One Major Obstacle to Reading
Belief: All meaning
resides in the text and the reader’s job its merely to
find it.
Reading is:A search for
hidden meaning
Reading is:An
archaeological expedition
Reading is:Like digging for bones in
the muck
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PURPOSES FOR ACADEMIC READING
“The research on reading says that the best readers have conscious goals when they read.”
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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 about
this?ReflectCopyright © 2014 by Pearson Education, Inc. All rights reserved.
READING SITUATIONS AND RHETORICAL CHOICES
“To write effectively in a writing situation, you need to make appropriate rhetorical choices ... Similarly, in a reading situation, to read effectively you make choices based in part on your reading purpose.”
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Recognize reading situations and the choices about approaches to reading they imply.
• Rhetorical context for reading similar to that for writing (Chapter 1).
• Understand WHY you are reading and then make conscious choices about HOW to read.
Goal 3
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Four Frames for Reading
PurposeWhy are you reading this text?
SubjectWhat do you already know?What might be your biases?
Self-PerceptionHow good do you think you are at reading a text in this genre, on this subject?
Genre/ MediumWhat do you know about this kind of text? What do you expect? What is it trying to do, and to whom is it likely written?
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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.”
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Understand the special demands of reading to write and practice doing it.
Questions for the Process of Reading to Write:
Goal 4
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Reading Behaviors
Highlight-ing
Marginal notes
Journal writing
Talking to someone
RereadingSkimming
Taking breaks
Copying important
info
Under-lining
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Having a Dialogue with What You Read
Double-Entry Journal• Focus on what the author or text actually says• Try to suspend judgment• Use questions• Read to write and write to read
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Double-Entry Journal
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WRESTLING WITH ACADEMIC DISCOURSE
“There isn’t a single academic discourse. There are discourses … Though all academic disciplines—from those in the humanities to those in the natural sciences—are dedicated to creating new knowledge, they each look at different aspects of the world.”
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Understand some conventions of academic writing and recognize them
in texts.
• Question or problem• What has already been
said• Announcement of
hypothesis or claim
Beginning
• Method of testing or reasoning
• Examination of evidence
Middle • How does evidence support, complicate or undo hypothesis or claim?
• Questions that remain
End
How Academic Articles Are Organized
Goal 5
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Features of Academic Discourse
Beginning of Article
What writer is going to do
What has already been said
Billboards
Reviews
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Questions Question or problem being explored
Indicates focus, points to conclusions
Hedges Qualifying assertions “appear to be,” “ tend,” or “suggest”
Signposts Where argument is going
A turn (however), giving reasons (because) and evidence (for
example)
Throughout the Article
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Reading Strategies for Challenging 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 academic
discourse.
Copyright © 2014 by Pearson Education, Inc. All rights reserved.