1. Academic Reading Literacy Slide # 1 Student Diversity in Academic Writing (SDAW) Subject / discipline specific reading Reading leads to one becoming more expert in a particular domain. Subjects often have different perspectives and vocabularies. Subjects have differences in terms of the legitimacy of sources, e.g conferences over journal articles, books over journals.

2. Academic Reading Literacy Slide # 2 Student Diversity in Academic Writing (SDAW) Week 2 – ACADEMIC READING: Managing, engaging with and recording what you read LING 402 - ACADEMIC DISCOURSE PRACTICES: A critical approach

3. Academic Reading Literacy Slide # 3 Student Diversity in Academic Writing (SDAW) Different ways of reading

4. Academic Reading Literacy Slide # 4 Student Diversity in Academic Writing (SDAW) Different ways of reading

5. Academic Reading Literacy Slide # 5 Student Diversity in Academic Writing (SDAW) Different ways of reading Intensive

6. Academic Reading Literacy Slide # 6 Student Diversity in Academic Writing (SDAW) Different ways of reading ExtensiveIntensive

7. Academic Reading Literacy Slide # 7 Student Diversity in Academic Writing (SDAW) Different ways of reading ExtensiveIntensive NOT ALL LIKE THIS!

8. Academic Reading Literacy Slide # 8 Student Diversity in Academic Writing (SDAW) Reading Strategies Core sources (In-depth) Extended sources (Skim) Peripheral sources (Scan) All potential sources All academic reading has a focus and a purpose

9. Academic Reading Literacy Slide # 9 Student Diversity in Academic Writing (SDAW) Reading depth Scan read –Main purpose is to gain overall impression. Reading for relevance, key words and to determine quality/legitimacy. Skim read –Main purpose is exploratory. Reading for key words, vocabulary, key arguments (schools of thought) In-Depth read –Main purpose is reflexive or critical reading

10. Academic Reading Literacy Slide # 10 Student Diversity in Academic Writing (SDAW) Active reading Reading is an active process in which the reader continually anticipates the meaning of the text Speed reading as a form of active reading Reading is an active process in which the reader continually anticipates the meaning of the text (7 out of 16 words)

11. Academic Reading Literacy Slide # 11 Student Diversity in Academic Writing (SDAW) Scan read the periphery Focus/ActivityPrompting questions or activities Look at titleWhat is it about? Do I know anything about this topic? Can I guess what it might be about? Look at the authorHave I read anything by the author before? Speed read the TOC / abstract What does it suggest about the structure / content? Can I identify key chapters/sections/ideas (key words) Speed read the index / conclusion Index: Which ideas/terms (authors) are highly referenced? What are the key words / concepts Conclusion: Is there a summary of arguments of ideas Look at headingsDoes it suggest the content, structure, flow of argument? Look at tables, diagrams, etc.Does it suggest a structure or content? Look at referencesWhat sort of references are there (coverage, depth)? Any familiar authors? Can you get an idea of the intellectual influences of the author? Key authors? Anticipate, guess, predictWhat do you think this is about? Where is it heading? Is it relevant for to your focus?

12. Academic Reading Literacy Slide # 12 Student Diversity in Academic Writing (SDAW) Academic Reading Exercise #3 Scan read a number of academic journal papers and a number of academic books (from one of your course reading lists) Make some notes –What was difficult about it? –What did you learn from the experience? If possible discuss it in a group

13. Academic Reading Literacy Slide # 13 Student Diversity in Academic Writing (SDAW) Skim read the extensions Focus/ActivityPrompting questions or activities Read the abstract / introduction Does it suggest a structure? What are the main claims / conclusions suggested Speed read the conclusionWhat are the conclusions? Speed read the first and last paragraph of each section (topic sentences) Can you pick up the flow of the discussion? What are the important points being made? Speed read the core section / chapter What is the central argument or position? Anticipate, guess, predictWhat do you think this is about? Where is it heading? Is it relevant for to your focus?

14. Academic Reading Literacy Slide # 14 Student Diversity in Academic Writing (SDAW) Read the core in-depth Focus/ActivityPrompting questions or activities Skim and scan the source (book journal, etc) Read actively and critically Make notes (draw diagram of structure) Underline key ideas (one per paragraph) Annotate pages / diagrams Critically evaluate argument Relate to other core and extended readings Make your own summary of main points / argument Keep in safe place for later reference Reread (multiple times)With each read try and become more critical about the claims and the argument - Why do you agree / disagree

15. Academic Reading Literacy Slide # 15 Student Diversity in Academic Writing (SDAW) Look at your reading list. Mark items as core, extension or peripheral Scan read all three items you brought with you, using the notes on slide 10. Choose one of the items to skim read, and a different one to read in depth, Use these to practice skim-reading and reading in-depth using the notes on slides 12 and 14 (just a page or two, there isnt time to read the whole paper) Discuss –What was difficult about it? –What did you learn from the experience? –How can this help you to manage and engage with your course reading? INDIVIDUAL WORK SMALL GROUP WORK

16. Academic Reading Literacy Slide # 16 Student Diversity in Academic Writing (SDAW) Concluding comments Important to: –Identify and reflect upon existing experience –Practice those aspects of academic reading literacy that you are not familiar with –This is an ongoing process as you become more expert in a subject area. –Practice, practice, practice….