Fostering Intellectual
Engagement
Through Critical
Reading
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ENOCH – pull in some introductory comments from the
READ Guide. The other intro was the same as your high
school intro and not really relevant to this session in terms
of an intro…so I deleted these slides
Also, pull the wording verbatum. Don’t try to modify.
Watch redundencies as you are tending to repeat yourself
in different places, making the organization somewhat
scattered.
I pulled forward some of the intro material and moved on
from there.
To read for understanding,
students must learn to
actively engage in a silent
dialogue with the author.
Students must see the
connection between
close reading and
disciplined thinking.
We want students to see
that they cannot become
educated persons without
developing and routinely
using their ability to read
for deep understanding.
To read for understanding, students must learn to actively engage in a
silent dialogue with the author of a written piece. (see this is redundant).
This is on slide number 3) say rather:
To read for understanding, students must learn to
► Read
► Read
► Read
► Read
► Read
deeply
for insights
to understand the logic of the text
to identify complexities
to understand interrelationships
We want students to learn the important
connection between close reading/writing
and becoming an educated person.
Every slide should flow together with every other slide, as in written text. This
slide doesn’t seem to fit with the last one.
Above all, close reading requires intellectual work.
Say rather:
We want students to learn that close
reading requires intellectual work.
The purpose of the session
to better understand close reading in order to
foster it in students.
Part I = Theory
Part II = Practice
Part I
Theory of Close Reading:
Reading with intellectual discipline
Activity
to How to Read a Paragraph
► Groups of 3 (A, B, and C)
► Study in order to teach.
► Person ‘A’ studies pp 1-2.
► ‘B’ studies pp 2-4.
► ‘C’ studies pp 4-6.
► 7 minutes to study.
► 3 minutes for each person to teach.
► Guide
► When
finished, debrief by discussing main points.
If you can’t teach it,
you don’t know it.
Activity
► Read
to Teach
► ‘A’ studies pp. 7-8
► ‘B’ studies pp. 9 (“The Work of Reading”)
and 12-13. (end w/ section “How to Read a
Paragraph”)
► ‘C’ studies pp. 13-15 (begin w/ section “How
to Read a Textbook” and end with “How to
Read a Newspaper”)
► 7 minutes to study
► 3 minutes for each person to teach
Activity
► Same
triads
► Silently
read p. 9 section “Five Levels of Close
Reading”
► Take
turns reading pp. 10-11
 ‘A’ reads first level
 ‘B’ reads second level, etc.
Activity
► Same
triads
► Read pp. 17-19
► ‘A’ reads Reading to Learn
► ‘B’ reads Reading to Understand Systems of
Thought
reads Reading within Disciplines
► 3 minutes to read
► 2 minutes to teach
► When finished, discuss relevance to class.
► ‘C’
Part II: Practice
Five levels of reading
Remove all this on writing, as this
session is on reading.
Disciplined writing requires
disciplined thinking, and disciplined
thinking is enhanced by disciplined
writing.
Level 1
Paraphrasing
Work in pairs.
Read pp. 13-14 aloud in the
How to Write Guide
When finished, take turns reading the
quotes and paraphrases on pages 15-16
Quote
“The propagandist’s purpose is make one set
of people forget that certain other sets of
people are human.”
Aldous Huxley
Model Paraphrase
The goal of propaganda is to convince people
that other groups of people are inhuman,
and therefore not worthy of respect and just
treatment.
Paraphrase
“Politics isn’t who you vote for,
it’s how you live your life.”
Emerson
Activity: Paraphrasing
Work in pairs
Read and complete the directions on pp.
17-18 (How to Write Guide)
Exercise 1: Choose 1 out of the 4 quotes.
Exercise 2: Choose 2 out of the 24 quotes.
Focus on the standards of clarity and
precision.
Two Texts
► The
Idea of Education (John Henry
► The
Art of Loving (Eric Fromm) p. 36
Newman) p. 50
Level 2
S.E.E.I.
► Work
in pairs
50, How to Read Guide
► Silently read excerpt on p. 50
► In writing, state, elaborate, exemplify,
illustrate main thesis of text. (p. 10 in
Reading Guide)
► Compare your SEEI with your partner’s
► Explicate the standards you focused on in
your evaluation of your writing and the text.
► Page
Level 3
Logic Of…
►How
►Page
to Read a Paragraph guide
36 “The Art of Loving” by Eric
Fromm
►Using the template on page 54,
complete the “logic of” the article.
Level 4
Evaluation
► Work
in pairs
► Switch papers. Evaluate the quality of the
“logic of” you created focusing on any
relevant standards.
► Evaluate Fromm’s passage focusing on the
standard of clarity.
Level 5
Role Play
Essence:
 Speak as the author without adding
to or subtracting from the author’s
point of view, claims, or argument.
Role Play (1)
► Partners
A and B
► A will speak as Newman
 Think within Newman’s logic. Discuss what “you”
are saying in this article.
►B
will question A based on his/her knowledge
of the reading using the Elements of
Reasoning
 Hold “Newman” responsible for his statements.
 Don’t let the speaker distort Newman’s point of
view.
Role Play (2)
► New
partners A and B
►B
will speak as Newman answering the
question:
 How would you (Newman) differentiate between
the concepts of education, indoctrination, and
socialization?
►A
will question B for accuracy and clarity
using his/her knowledge of Newman’s
argument.
One cannot justifiably critique or agree with a
text unless s/he knows the logic of the text.
► How its organized.
► Its point of view or frame of reference.
► Its claims, questions, purposes.
► Its information.
► Its concepts.
► Its assumptions.
► Its inferences.
► The implications of the reasoning.
One cannot claim to understand an
author’s point of view until s/he can
speak as the author without distorting it.
This develops intellectual empathy.
For every problem under the sun
There is a solution or there is none.
If there be one, seek till you find it
If there be none, then never mind it.
To me this means…
► In other words…
► To exemplify…
► To illustrate…
►
Intellectual Perseverance
► Critical
thinking requires intellectual work.
► Only through critical thought can students
“take possession” of content & make it
theirs.
► Only to the extent that a student asks
genuine questions & seeks answers to
them, is a student taking content seriously
and thinking it through.
Enoch’s Strategy List
► SEEI
► Deck
of Cards
► Role Play
► Peer Teach
► Structural Reading
► Critical Reading
► Peer Assessments
► Socratic Dialogue
► Domain Diagram
► Question
Tree
► Bull’s Eye Diagram
► Write Encyclopedia
Entry
► CT Journal
► CT Notes
► List Weaknesses
Top 10
Logic of a Field
► Page
56-57 is an example applied to an
academic field.
► Complete the logic of one of your subjects.