Reading Rhetorically The Writer as a Strong Reader Chapter 5: Allyn and Bacon Textbook Pages

 We discussed the idea of “wallowing in complexity” and the implications this method of thinking has on writing.  Now, write to explain why you think reading in this style is just as important in order to produce a quality piece of writing. Bellringer

Means you will:  Read with and against the grain  Be aware of the effects a text has on its intended audience.  Analyze how the text tries to persuade the reader, then you will decide if you agree with the ideas presented or if you want to challenge those ideas. Reading Rhetorically

 To help you become a more powerful reader and ultimately a more power writer.  Assist you in becoming a more careful “listener” when reading a text.  Assist you in formulating stronger responses to a text.  Heighten your awareness of the power of persuasion that is being utilized by a writer. Objective of Rhetorical Reading

 On page 88, before reading the passage, please take the survey on global warming.  Then in your group, read the passage. Once for content and then a second time taking notes (ex: post notes, outline, etc.).  Answer Thinking Critically questions on page  Be prepared to discuss with class. Why Bother?

 Your thoughts: Why Bother? Think Aloud

 Why the purposefully rhetorical question in the title?  What is an Inconvenient Truth?  Who is Al Gore? Who is Jimmy Carter? Who is Ed Begley, Jr. Michael Specter?  Language: Why the loaded language? Working for It….

 Emotion: Why is my anxiety level increasing, exponentially?  Vocabulary: What is a doppelganger? Derision? Vexed?  Geography: Where is Shanghai or Chongqing? Working for It…. Cont’d

 Questioning: What is the point of the continuous use of self questioning?  Chart: Why the title? (High Anxiety)? Why the colors? Why the comparison?  References: What is [NB?] So many questions!!! Working for It…. Cont’d

 Q: So do I have to be inconvenienced and look things up?  A: Yes!  Ex: An Inconvenient Truth is a 2006 Academy Award winning documentary film directed by Davis Guggenheim about former United States Vice President Al Gore's campaign to educate citizens about global warming via a comprehensive slide show that, by his own estimate made in the film, he has given more than a thousand times.An Inconvenient Truth

 Vocabulary: Contains technical language, jargon, terminology you might not be familiar with or certain of correct usage.  Unfamiliar Rhetorical Context: Unclear about the author’s purpose, audience, or occasion. Not being part of an intended audience can make the reading and your understanding of the reading more difficult because you might miss the contextual clues. What Challenges Does College Reading Present?

 Unfamiliar Genre: At this level there are a variety of resources available that you might never have used, or used sparingly so that you are not comfortable with them. Each has it own set of demands regarding reading and interpretation.  Lack of Background Knowledge: Not having sufficient background knowledge, will keep you from understanding references embedded in the reading. Hence, if you do not already know the references you will have to research them in order to understand the entire scope of the text. What Challenges Does College Reading Present? (Cont’d)

 In your groups, read the section titled: Appreciating the Importance of Background Knowledge on page 96  Then work together for about 10 minutes on the activity on page 97  Be ready to share your thoughts with the class. Lack of Background Knowledge

 Reading : Strategies for Reading Like an Expert, pg 97  Take notes in your composition notebook  Discuss with your group why these strategies will assist you in becoming a stronger, better reader and ultimately, a more proficient writer. Using the Reading Strategies

 As a reader you need to both read with and against the grain to completely understand the topic/theme that is being presented by the writer.  Reading with the grain: You support the writer and allow yourself to agree with the issues the writer is making. Reading With and Against the Grain

 Reading Against the Grain: You understand and respect the positon of the writer, but you offer counter arguments. You “push back.” You present a line of reasoning that questions and challenges the author.  To be a strong reader, you should use both techniques—hence considering both sides of an idea. Reading With and Against the Grain cont’d

 On page 98-99, read the table titled: Strategies for Reading with and Against the Grain.  Take notes on these strategies in your notebook.  Then discuss with your groups how you think each of these will make a difference in your writing. Reading With and Against the Grain cont’d

 A summary (or an abstract): Is a concise, condensed version of your text that presents the main ideas of your paper in such a matter that the readers will understand the author’s intent for writing.  To have a powerful., effective summary you must have a complete understanding of the text and subject matter  Summary writing is also a great comprehension checker. Summary Writing

 When writing a summary, you must make sure you provide even coverage of the text. (You cannot be top or bottom heavy)  You must frame your summary so that the reader has a clear understanding of which are your original ideas as oppose to those of the author’s. Demands of Summary Writing

 Attributive tags: These are signal phrases that you provide to distinguish your ideas from the ideas/words of the writing piece you are summarizing.  See pages , chart 21 for additional instruction on summarizing, paraphrasing, and quoting sources. Demands of Summary Writing

 Review and take notes on: Criteria for an Effective Summary of page 102.  Homework: Review notes from class. Visit UNIT ONE tab on my webpage preview reading material and print one out and bring to our next class. Ending Activity