CRITICAL ENGAGEMENT
IN ACADEMIC ENGLISH
Jaimie Scanlon
http://www.flickr.com/photos/enerva/4302079406
http://www.flickr.com/photos/24730273@N03/3827157346
http://www.myonlinemaps.com/images/vermont-map.gif
http://www.flickr.com/photos/pethier/148314179
Strength
Support
Safety
http://www.flickr.com/photos/pethier/148314179
CRITICAL ENGAGEMENT
IN ACADEMIC ENGLISH
Jaimie Scanlon
http://www.flickr.com/photos/enerva/4302079406
CRITICAL
ENGAGEMENT
http://www.flickr.com/photos/enerva/4302079406
http://www.flickr.com/photos/michellebutler/2689959263
http://www.flickr.com/photos/bc-burnslibrary/6772252993
http://slitech.files.wordpress.com/2010/06/engaged-students
http://www.flickr.com/photos/vermazeren
Critical Thinking
and
Critical Engagement
http://www.flickr.com/photos/robertgrounds/6311298744
BLOOM’S
TAXONOMY
a. Bloom’s what? Never heard of it.
b. Hmm. . . Rings a bell. I have a vague
memory of that.
c. I know it well. It’s like an old friend
I’ve been meaning to contact.
d. Are you kidding? It’s practically my
life philosophy!
Source: Jessica Pilgreen
http://meandmylaptop.weebly.com/2/post/2012/07/simplified-blooms-taxonomy-visual.html
A few resources:
http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/
http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
http://d118.org/district/curriculum/initiatives/Blooms-taxonomy.pdf
1
SUMMARIZING:
“The Core” of
Critical Engagement
John Goshert – Entering the Academic Conversation
Students become
e__ __ __ __ __ __
on the content,
develop skills for
explaining information
accurately,
anticipate their own
critical responses,
and gain
c_ _ _ _ _ _ _ _ _
to “enter the academic
conversation.”
SSS: reading skills, identifying
main ideas, supporting info,
identifying effective summaries,
note-taking and text-marking
skills, practice, reported speech,
academic vocabulary
http://www.flickr.com/photos/pethier/148314179
http://www.flickr.com/photos/kinjosan/1671058402 --
Make it a habit.
2
ANALYZING:
Critical Literacy &
Information Literacy
Students examine how
information is organized in
academic texts,
how to determine the
rel __ __ __ __ __ __ __ __
of sources,
and focus on
research ethics
and scholarly
int __ __ __ __ __ __.
SSS: information literacy,
compare rhetorical styles,
distinguish between points/texts
that are well/poorly supported,
academic language
http://www.flickr.com/photos/pethier/148314179
Read/Listen with the grain.
Read/Listen against the grain.
• Is the information accurate? well-supported?
• Where is the author/speaker most convincing?
• Which examples and evidence best support the author’s
claims?
• Where has the author overlooked other perspectives or
avoided challenges to claims?
http://www.flickr.com/photos/kinjosan/1671058402 --
Make it a habit.
3
EVALUATING:
Focusing on v_ _ _ _ _
Students distinguish
between
facts
and
o__ __ __ __ __ __ __,
examine content in the
context of their own
values and
beliefs,
react and respond to
ideas; express and
s__ __ __ __ __ __
their own opinions.
SSS: materials selection:
compelling, current, relevant,
targeted work on rhetorical
“moves”, supporting opinions,
academic language
http://www.flickr.com/photos/pethier/148314179
Read/Listen with the grain.
Read/Listen against the grain.
• Where do you agree/disagree, and why?
• How does the author/speaker encourage you to think
differently or change your mind about an issue?
“This purposeful summary–response process
motivates [students] to break free of simplistic
commentary (“I liked it,” “I don’t agree,” and so
on) and express [themselves] with meaningful,
active participation in an academic
conversation.”
John Goshert, Entering the Academic Conversation
Three-column Reading Log
Quotation
Summary
Response
Critical engagement requires
students to go beyond reporting
on a text and assume a position
of authority from which they
can ask questions, examine
details, agree and disagree
knowledgably, and provide their
responses. Careful, active,
critical reading and accurate
summary give them the
foundation from which they can
respond credibly and fully
engage with the text. The
engaged response is an
opportunity to participate with
the source in the academic
conversation. (page 109)
Through critical
engagement with
academic texts, students
become authorities and
active participants in the
academic conversation.
Goshert’s suggested
model is intended to
empower students. He
does not underestimate
their potential to become
authorities – How do
cultural factors and
ingrained educational
paradigms come into
play?
http://www.flickr.com/photos/kinjosan/1671058402 --
Make it a habit.
4
CREATING:
Expanding on ideas and
generating new ones
Students learn to take
in __ __ __ __ __ __ __ __
to solve problems,
take a__ __ __ __ __
based on what they’ve
learned,
cnd carry learning beyond
the classroom into the
r__ __ __-w__ __ __ __
context.
SSS: real-world tasks, social
responsibility, community
involvement, vision
http://www.flickr.com/photos/pethier/148314179
http://www.flickr.com/photos/pethier/148314179
http://www.flickr.com/photos/nordique/4346766797
5
ASSUMING A POSITION
OF AUTHORITY :
Joining the academic
conversation
Source: The Courage to Teach, Parker Palmer
Source: The Courage to Teach, Parker Palmer
Take it slow.
CRITICAL ENGAGEMENT
IN ACADEMIC ENGLISH
Jaimie Scanlon
http://www.flickr.com/photos/enerva/4302079406