Expository Reading and Writing Grade 11
READING
RHETORICALLY
Steps for Reading Success,
Comprehension and Critique
Designed by Arch Aitcheson 2010
Three Steps of Rhetorical Reading
 PREREADING: Getting ready to read the text;
Surveying the text; Making predictions and
Asking Questions; Recognizing key vocabulary
 READING: 1st reading; Looking closely at the
language; Rereading the text; Analyzing stylistic
choices of the writer; Evaluating the structure of
the text
 POSTREADING: Summarizing the text and
responding; Thinking Critically
Pre-reading: Getting Ready!
 Do a quick-write about the topic (5 minutes).
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How does the topic connect with the student’s
personal world and the world of the text?
What prior knowledge and experience related to the
topic and its issues does the student have?
What do you think the text will be about?
Write answers to these questions in your journal!
(CA Standard Writing 2.3)
Pre-reading: Surveying the Text
 Survey the text!
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Look at the title and at subtitles. What do they tell
you about the content or position of the text?
Look at the length of the reading.
Find out what you can about the author from
library or internet research. Does the text offer
information?
When and where was this text published?
Highlight or make a lit log of topics and main ideas
that seem to be presented.
( CA Standard: Reading 2.1)
Pre-Reading Braithwaite
 Text—“Hooked on a Myth: Do Fish Feel Pain?”
The following questions, applied to the Rifkin article, are equally relevant
here:
 Where and when was this article published?
 Who wrote the article? Do you know anything about this writer? (Hint:
Look at the END of the article.) How could you find out more? Is this
writer more or less credible than Jeremy Rifkin? Why or why not?
Pre-Reading: Making Predictions
 What do you think the text will be about?
 What do you think is the purpose of the text?
 Who do you think is the intended audience?
How do you know? What clues are given?
 Based upon the title and other features, what
information or ideas might the text present?
CA Standard: Reading Comprehension 2.1
Making Predictions (Braithwaite)
 What is title of the article? The subtitle? What
do these words tell you about what the article
might say? Can you make some predictions?
Pre-Reading: Asking Questions
 What is the topic of the text?
 What is the author’s opinion about the topic
based on pre-reading information?
 What does the reader think that the writer wants
him/her to believe? How does the reader know?
 How can the title of the text be turned into a
question or questions to be answered as the
student reads the text?
CA Standard: Reading Comprehension 2.3
Asking Questions (Braithwaite)
Before reading the Braithwaite article, discuss the following questions:
1. Have you ever gone fishing? Did you catch a fish? What did the fish do?
How did it behave? Did you eat it?
2. What other experiences have you had with live fish? Do you have an
aquarium at home? Have you been to a public aquarium? What did you
learn from these experiences?
3. From your experiences, do you think that fish feel pain? Why or why not?
Pre-Reading: Vocabulary Identification
 Scan the text and write down key words that
seem to be important to the topic.
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What do the words mean? Write the words
down with definitions from dictionaries and by
using word parts (prefixes, suffixes, infixes and
core word parts)
Develop a vocabulary log for the particular text.
CA Standards: Systematic Vocabulary Development 1.0; 1.1; 1.2
Understanding Key Vocabulary
(Braithwaite)
Look at this list before reading the article. Because the article is written for
non-scientists, it defines many of these words in the text.
1.nociceptors (¶ 3): nerve endings that detect damage and cause feelings of pain
2.trigeminal nerve (¶ 3): the main nerve for the face in all vertebrates
3.vertebrates (¶ 3): animals with a spine
4.A-delta and C fibers (¶ 3): types of nociceptors
5.noxious (¶ 5): harmful, poisonous or unpleasant
6.adverse behavior (¶ 5): contrary, harmful or unfavorable
7.mammalian (¶ 12): an adjective describing animals that have breasts and nurse
their young
8.amygdala (¶ 12): part of the brain associated with emotions
9.hippocampus (¶ 12): part of the brain associated with memories
10.automata (¶ 13): a self-operating machine
11.crustacean (¶ 17): an animal with an exoskeleton such as a crab, shrimp, or
lobster
Reading: First Reading!
 Reading with the grain and testing for truth
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Read the text through; which of the predictions
turned out to be true? Write them down!
Use SQP2RS reading strategies. (Survey, Question,
Predict, Read, Recall, Review)
What in the text surprised the student reader?
Write the surprises down.
Make a rhetorical triangle for the piece using prereading information and what was discovered in the
first reading.
CA Standards: Reading Comprehension 2:1
Reading: First Reading . . . Cont.
 Annotate the text looking for literary and
rhetorical devices used by the writer.
 Add book tags that identify areas that need
clarification or cause trouble for you.
 Ask the questions designed in pre-reading
based upon the title or main topic as you read.
Can you find answers?
 Take small chunks of the text and create a
descriptive outline.
CA Standards: Reading Comprehension 2.2
Reading: First Reading & Vocabulary
 Using the Vocabulary list from Pre-reading:
Do the definitions clarify what the author is saying?
 How does the vocabulary help the reader
understand the writer’s perspective, purpose and
main idea?
 Are there new words that need defining to make the
text understandable? Write these down and look up
their meanings!
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CA Standards: Word Analysis, Fluency… 1.0
Answer the following questions
about the Braithwaite text:
1. What is the effect of the use of scientific
terms in an article that is written for
newspaper readers?
2. Do these terms confuse the reader?
3. Do they make the writer more credible?
4. Do they help the reader understand the type
of argument being made?
Reading: Rereading the Text 1
 Reading “against the grain” seeking the truth.
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Add commentary to the previous annotations as
you reread the text a second time.
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What surprised you?
With what points do you disagree? Agree?
What has confused you?
What questions do you have?
What have you learned that you did not know?
How have you changed your perception of the topic
or issue?
CA Standard: Research and Technology 1.7
Against the Grain (Braithwaite)
 Question the text in your second reading,
“reading against the grain” and “playing the
disbelieving (or doubting) game.” As you
read, look for claims and assertions
Braithwaite makes. Does she back them up?
Do you agree with them?
Reading: Rereading the Text 2
 Label or write down the following items for the
text:
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The Introduction: Background and Invitation
The predominant issue addressed by the writer
The main arguments the writer uses to support
his/her invitation
The examples or analogies made by the writer to
illustrate his/her stance
The conclusion
CA Standard: Reading Comprehension 2.2
Rereading Braithwaite
 As you read, do the following:
 Underline (with a double underline) or
highlight in one color the thesis and major
claims or assertions made in the article.
 Underline (with a single underline) or highlight
in a second color the evidence in support of
the claims and assertions.
 Write your comments and questions in the
margins
After reading the article again,
answer the following questions:
 What is the thesis of Braithwaite’s article?
 Does Braithwaite make any claims that you
disagree with? What are they?
 Do any claims lack support?
Reading: Analyzing Stylistic Choices 1
 Diction (Word Choices)
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What are the denotative and connotative meanings
of the key words in the text? How do these meanings
affect the reader’s response?
What words or synonyms are repeated? Why?
What figurative language does the writer use? What
does the type of figurative language used imply?
(Tone, mood, irony, “sound” of language,
etc.)
CA Standard: Literary Response and Analysis 3.3
Reading: Analyzing Stylistic Choices 2
 Syntax (Sentence Structure)
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Has the writer provided a variety of types of
sentences? Which types can you identify?
What effects do choices of syntax and length
have upon the reader?
CA Standard: Literary Response and Analysis 3.3
Reading: Structure of the Text 1
 Mapping the text’s organizational structure
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Draw a line where the introduction ends – 1st
paragraph or several?
Highlight or underline the invitation (thesis)
Divide the rest of the text into thematic or
structural sections.
Draw a line where the conclusion begins.
CA Standard: Reading Comprehension 2.1;2.2
Reading: Structure of the Text 2
 Rhetorical Triangle
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Revisit the triangle you have started previously
and fill out the rest of the areas –especially the
context and tools box!
Revise your understanding of the writer’s
purpose as needed!
CA Standard: Reading Comprehension 2.2
Reading: Structure of the Text 3
 Descriptive Outlining:
 How does each section affect the reader? What is the
author trying to accomplish?
 What is the content of each section?
 Which section is most developed?
 Which section is least developed? Does it need more
development?
 Which section is most persuasive? Least persuasive?
 What do you think is the author’s main argument? Is it
clearly stated or implied?
CA Standard: Reading Comprehension 2.1; 2.1
Descriptive Outline (Braithwaite)
 Do a descriptive outline of the Braithwaite
text.
 Are we justified in treating fish differently from
other animals?
Post Reading: Writing a Summary and
Thinking Critically
 Using the previous steps write a paragraph
that accurately and critically summarizes the
text.
 Write 4 or 5 questions that might be used for
a class discussion or seminar based upon the
text. Use the Thinking Critically approaches
we have learned earlier this year to help
design those questions!
CA Standard: Writing Application 2.5
Summarizing and Responding—
Quickwrite
 Summarize the article in your own words,
answering the following questions:
 Why does Victoria Braithwaite think that we
should treat fish more like the way we treat
other animals, such as birds and mammals?
Do you agree? Why or why not?
Results?
If you have followed these steps, you will have the
material and information needed to provide a
clear expository and critical essay response to the
reading. The process may seem cumbersome but
with practice, can be a natural method to read
for comprehension and to write with authority
and confidence!
We shall be practicing these methods for the
balance of the school year! Print out a copy of
the slide thumbprints for your binder! It will
provide an excellent guide!