Chapter 2: Thinking and Reading Critically ENG 113: Composition I

Thinking Critically About Arguments Structure of an argumentative essay Thesis Statement Evidence Refutation of Opposing Arguments Concluding Statement Allows you to read arguments more thoroughly Class discussions Essays Helps you to analyze arguments better

Thinking Critically Think critically means that you do not simply accept ideas at face value Instead you: Question ideas Analyze them in order to understand them better Challenge their underlying assumptions Form your own judgments about them Developing your critical thinking skills is vital to writing well Reading and evaluating source materials Analyzing Writing

Reading Critically Reading critically Does not mean arguing with every idea you encounter Does mean that you comment, question, and judge arguments You do not simply accept what you are reading is true Instead you: Assess the accuracy of the facts in your sources Consider whether or not opinions are convincingly supported by evidence Try to judge the appropriateness and reliability of a writer’s sources Evaluate the scope and depth of the evidence and its relevance to the topic Consider opposing arguments carefully Measured against argument developed in your sources Watch out for possible bias in your sources Keep your own biases in check

Becoming an Active Reader You can read passively or actively Have you ever read a book and realized that you have no idea what you just read – that is reading passively Being an active reader means participating in the reading process Previewing Careful reading Highlighting Annotating Responding Discuss the source with others Write about the source effectively

Previewing Previewing allows you to form a general impression of: The writer’s position on the issue The argument’s key supporting points The context for the writer’s remarks Process Read the title Read the first paragraph Identify the thesis Read the last paragraph Review the concluding statement and summary of key points Read the topic sentence for each body paragraph Note headings, words set in boldface or italic type, and bulleted or numbered lists Review visuals – charts, graphs, tables, photographs and so on Note if there is information on the author Benefits of previewing?

Careful Reading Read again, more carefully Look for words and phrases that help shape the structure of the argument and signal the arrangement of the writer’s ideas Phrases that signal emphasis (the primary reason, the most important problem) Repeated words and phrases Words and phrases that signal addition (also, in addition, furthermore) Words and phrases that signal time sequence (first, next, finally) Words and phrases that identify cause and effects (because, as a result) Words and phrases that introduce examples (for instance) Words and phrases that signal comparison (similarly) Words and phrases that signal contrast (although, on the other hand) Words and phrases that signal contradiction (however) Words and phrases that signal a move from general to specific (in fact, specifically, in other words) Words and phrases that introduce summaries or conclusions (to sum up, in conclusion)

Highlighting Read through again and highlight Highlighting means that you use underlining and symbols to identify the essay’s most important points Helps you to: Understand the writer’s ideas See connections between those ideas How do you know what to highlight?

Suggestions for Highlighting Underline key ideas (topic sentences, thesis statement) Box or circle words or phrases you want to remember Place a check mark or star next to an important idea Place a double check mark or double star next to an especially significant idea Draw lines or arrows to connect related ideas Put a question mark near an unfamiliar reference or word you need to look up Number the writer’s key supporting points or examples

Annotating Annotating means making notes in the margins of the essay or between lines Your questions Your reactions Your ideas Allows you to keep an informal record of your ideas as they occur to you Benefits Prepare for class discussions Provide useful source material when you write

Questions for Annotating What issue is the writer focusing on? Does the writer take a clear stand on the issue? What is the writer’s thesis? What is the writer’s purpose (his or her reason for writing)? What kind of audience is the author addressing? Does the argument appear in a popular periodical or a scholarly journal? Does the writer seem to assume readers will agree with the essay’s position?

Questions for Annotating Cont. What evidence does the writer use to support the essay’s thesis? Does the writer include enough evidence? Does the writer consider (or refute) opposing arguments? Do you understand the writer’s vocabulary? Do you understand the writer’s references? Do you agree with the points the writer makes? Do the views the writer expresses agree or disagree with the views presented in other essays you have read?

A Critical Response Writing a critical response means you: Analyze ideas presented in an argument Express your reactions to them Reading critically (previewing, careful reading, highlighting, annotating) will give you a good idea of: What the writer wants to communicate to readers How successfully the argument makes its point

Writing a Critical Response Identify the source and its author Write a clear, concise summary of the writer’s position Analyze the argument’s supporting points one by one Consider the strength of the evidence presented Consider whether the writer addresses all significant opposing arguments Consider whether the opposing arguments are refuted convincingly Quote, summarize, and paraphrase the writer’s key points as you write Quote accurately Do not misrepresent the writer’s ideas or quote out of context Identify arguments that you find unconvincing, poorly supported, or irrelevant End your response by summing up your assessment in a strong concluding statement

Questions for Critical Reading What is the writer’s general subject? What purpose does the writer have for presenting the argument? What is the writer’s position? Does the writer support ideas mainly with facts or with opinion? What evidence does the writer present to support this position?

Questions for Critical Reading Continued What kind of audience does the writer seem to be addressing? Does the writer see the audience as hostile, friendly, or neutral? Does the writer establish himself or herself as well-informed? As a fair and reasonable person? Does the writer seem to exhibit bias? If so, how does this bias affect the argument?