Critical thinking requires critical reading

One of the kinds of activities discussed in our syllabus is: "Discuss and analyze visual and verbal texts, examining each kind of text for its rhetorical situation." We've already done some of this, especially with Project 3, in which you did a rhetorical analysis of an article. We also did it recently when we looked at 101 student responses and scored them according to the National Writing Project holistic rubric.

This type of work is practice in "critical thinking," which is one of the skills that college is trying to help you develop. Critical thinking often begins with critical reading. It means that you, as a reader, actively engage with what you are reading. Rather than just skimming it or reading to memorize information, you evaluate it. Critical reading means analyzing the source of the information to decide if its relevant and credible. Critical readers reflect on what is said, looking for all the meanings and significance of what is expressed. They examine the rhetorical appeals (logos, pathos, ethos) used and to help determine if the author's points are valid and persuasive. Critical reading helps you decide if you accept or reject what the author wants you do think, believe and/or do.

If this sounds familiar, it is because you just did some of this work for Project 3. My point is that this type of reading -- where you examine what is said, not just for information, but for understanding -- is the kind of reading college demands of you. For another perspective on what it means to be a critical reader, see Faigley on page 13 (both the new and old edition).
The prompt for this week's blog asks you to be a critical reader of a student example found in BallPoint. I've handed out copies in class and posted it under Week 12 of the Projects tab of Blackboard. In your blog this week, which we will start in class, tell us what you think of the paper as a critical reader. Remember to consider the visuals as part of the composition.

You can use the NWP holistic rubric, or the questions from Project 3, or those found on Page 13 of Faigley -- or some combination. The idea is that you read the paper critically -- not just accepting what it says at face value, but questioning it -- and write about 250 words on it in your blog. We'll look at some of your responses in class.