Reading the Reader | Academic Commons - 6 views
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The heart of Critical Inquiry is annotation. Students annotate anything they feel is important, confusing, surprising, or inconsistent; anything that connects to previous texts, classes or experiences, or anything that generates a strong positive or negative response. Students annotate with pen or sticky notes. Using their annotations, students generate questions. These form the basis for class discussion and assignments. This process is particularly productive with “inconsiderate texts”--texts that are difficult for reasons such as poor organization, difficult vocabulary, or unfamiliar cultural assumptions, i.e., the type of texts often encountered in their studies.
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Sean Nash on 15 Mar 11For me, this paragraph alone provides enough impetus to push for an embrace of smart annotation across curricula...
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Connie Weidmaier on 15 Mar 11students have a hard time critically thinking on the MAP - difficult vocabulary, unfamiliar context
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Reading is the active construction of meaning.
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e is no inherent meaning in the words or marks themselves, meaning can only arise at the nexus of what the reader brings
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Unlike writing or speaking
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There is no
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we still wouldn’t know how to interpret what we were observing
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understanding cannot take place.
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read them reading. But that is precisely what I am asked to do: it’s my job to shift the focus from product to process and look at the connections between the two.
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Pre-reading is the foundational stage. If the reader does not have the background knowledge (the schema) to reference the vocabulary, ideas, allusions, etc.; if the reader is unengaged; if the reader has little direction or purpose for the reading; if the circumstances under which he or she is reading the piece are non-conducive--in other words if the reader has no context for or commitment to the text
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Electronic annotations confirm what research tells us about proficient readers, that they 1) clarify their purpose for reading; 2) activate relevant background knowledge; 3) allocate attention to the important ideas; 4) evaluate content for internal consistency and compatibility with prior knowledge; 5) self-monitor to verify comprehension; and 6) draw and test inferences.
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These comments reveal the student doesn’t have the background knowledge to make sense of the letter.
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These comments reveal the student doesn’t have the background knowledge to make sense of the letter.
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MS Word offers an important added bonus that paper and pen never will: the ability to make auditory comments as well as written ones. Asking students to annotate orally can help ESL learners, students with disabilities, or simply reinvigorate the process. Students can easily produce multimedia readings of texts and readings that mirror more traditional think-alouds.
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The proficient reader recognizes when reading is succeeding (metacognition) and has a coping mechanism for when it fails (fix-up or problem-solving strategies).
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I decided to bring the Critical Inquiry techniques to computer-mediated learning by using Microsoft Word’s comment feature, an easy and powerful tool for annotating texts.
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Students were placed into my Academic and Critical Reading classes when they failed the reading placement test. These students were ESL students, weak test-takers, uncomfortable with computers, had learning disabilities, were alliterate, older, and/or returning students. Most were unprepared for the rigors of academic literacy. The class followed the Critical Inquiry method developed by the SEEK (Search for Education, Elevation, and Knowledge) Department of Brooklyn College, CUNY. Critical
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Reading is the active construction of meaning. Because there is no inherent meaning in the words or marks themselves, meaning can only arise at the nexus of what the reader brings to the text, the text, and the situation within which the text is placed.
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Reading is the active construction of meaning. Because there is no inherent meaning in the words or marks themselves, meaning can only arise at the nexus of what the reader brings to the text, the text, and the situation within which the text is placed.
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Reading is the active construction of meaning. Because there is no inherent meaning in the words or marks themselves, meaning can only arise at the nexus of what the reader brings to the text, the text, and the situation within which the text is placed.