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• Source: Nadine Häusler, University of Lausanne (Switzerland)
Source: November 2020 • Source: Federal Reserve Bank of New York
Sometimes the “Harper’s Index” features pairs of statistics. It is up to you to decide what the pair, seen together, suggests. Select a couple of the pairs below and write down questions you may have, or possible explanations that tell why the pair might be significant. Consider what the statistic suggests beyond what is written. What you write should be your own opinion , without consulting any internet resources or others.
Type your response below each set:
in 2020: 3,000,000 : 107,000,000 | • Source: • Source: |
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One of the most familiar types of criticism we encounter is a movie review, a short description of a film and the reviewer’s opinion about it. When you watch a movie on Netflix, for example, you can see the number of stars (1-5) given by those who have watched and rated the movie. Professional reviewers usually try to give a formal, balanced account of a movie, meaning they usually provide a summary and point out some positive and negative points about a film. Amateur critics, however, can write whatever they like – all positive, all negative, or a combination.
Amateur film critiques can be found in many places; the movie review site, IMDB , is one of the most popular, with a user-generated rating feature. Another popular site is Rotten Tomatoes, which uses a unique ‘tomato meter’ to rate movies: a green tomato means fresh while red means rotten. You can also view the individual ratings given by critics. It has more than 50,000 movies in its database. And finally, another good source of movie reviews is Metacritic , which offers a collection of reviews from various sources.
Let’s look at this review by professional movie critic Roger Ebert ( https://www.rogerebert.com/
In “Top Gun: Maverick,” a sequel to “ Top Gun, ” an admiral refers to navy aviator Pete Mitchell (Tom Cruise)—call sign “ Maverick ”—as “the fastest man alive.” Truth be told, our fearless and ever-handsome action hero earns both appraisals and applause. Indeed, Cruise’s consistent commitment to Hollywood showmanship deserves the same level of respect usually reserved for the fully-method actors such as Daniel Day-Lewis . Even if you somehow overlook the fact that Cruise is one of our most gifted and versatile dramatic and comedic actors with movies like “ Mission Impossible , ” “ Born on the Fourth of July ,” “ Magnolia ,” “ Tropic Thunder ,” and “ Collateral ” on his CV, you will never forget why you show up to a Tom Cruise movie.
Director Joseph Kosinski allows the leading actor to be exactly what he is—a star—while upping the emotional and dramatic stakes of the first Top Gun (1986) with a healthy dose of nostalgia. In this Top Gun sequel, we find Maverick in a role on the fringes of the US Navy, working as a test pilot. You won’t be surprised that soon enough, he gets called on a one-last-job type of mission as a teacher to a group of recent training graduates. Their assignment is just as obscure and politically cuckoo as it was in the first movie. There is an unnamed enemy—let’s called it Russia because it’s probably Russia—some targets that need to be destroyed, a flight plan that sounds nuts, and a scheme that will require all successful Top Gun recruits to fly at dangerously low altitudes. But can it be done?
In a different package, all the proud fist-shaking seen in “Top Gun: Maverick” could have been borderline insufferable, but fortunately Kosinski seems to understand exactly what kind of movie he is asked to navigate. In his hands, the tone of “Maverick” strikes a fine balance between good-humored vanity and half-serious self-deprecation, complete with plenty of emotional moments that catch one off-guard.
In some sense, what this movie takes most seriously are concepts like friendship, loyalty, romance, and okay, bromance. Still, the action sequences are likewise the breathtaking stars of “Maverick.” Reportedly, all the flying scenes were shot in actual U.S. Navy F/A-18s, for which the cast had to be trained. Equally worthy of that big screen is the emotional strokes of “Maverick” that pack an unexpected punch. Sure, you might be prepared for a second sky-dance with “Maverick,” but perhaps not one that might require a tissue or two in its final stretch.
Available in theaters May 27th, 2022
Analyze the film review above. Does the reviewer give the movie a strongly positive or negative review? A mildly positive or negative review? A balanced review? How can you tell? Support your opinion by identifying words, phases, and/or comparisons that directly or indirectly are positive, negative, or neutral.
Select a movie to review. Choose one you either love or hate. (If it evokes emotions, it’s usually easier to review.) You may choose any movie, but for this assignment, don’t choose a film that might upset your target audience – your instructor and classmates. A movie review can be long or short. Usually a simple outline of the plot and a sentence or two about the general setting in which it takes place will be sufficient, then add your opinion and analysis. The opinion section should be the main focus of your review. Don’t get too detailed. Your instructor will determine the word limit of this assignment.
Do a web search to find information about the film: is it based on real-life events or is it fiction?
Find some information about the director and his/her/their style.
Look for information about the cast, the budget, the filming location, and where the idea for the film’s story came from. In other words, why did the producers want to make the movie?
Be sure to keep notes on where you find each piece of information – its source. Most of the facts about movies are considered common knowledge, so they don’t have to be included in your review.
Avoid reading other reviews. They might influence your opinion, and that kind of information needs to be cited in a review.
When you are watching the film make notes of important scenes or details, symbolism, or the performances of the characters. You may want to analyze these in detail later. Again, keep notes on the source of the information you find.
Don’t give away the ending! Remember, reviews help readers decide whether or not to watch the movie. No spoilers!
Write an introduction where you include all the basic information so that the film can be easily identified. Note the name, the director, main cast, and the characters in the story, along with the year it was made. Briefly provide the main idea of the film.
Write the main body. Analyze the story, the acting, and the director’s style. Discuss anything you would have done differently, a technique that was successful, or dialogue that was important. In other words, here is where you convey your opinion and the reasons for it. You may choose to analyze in detail one scene from the film that made an impression on you, or you may focus on an actor’s performance, or the film’s setting, music, light, character development, or dialogu
Make a conclusion. Search for several reviews of the film. Include how the film was rated by others. You will need to include information about where you found the information. Then, give your own opinion and your recommendation. You can end with a reason the audience might enjoy it or a reason you do not recommend it. Include a summary of the reasons you recommend or do not recommend it.
[Source: https://academichelp.net/academic-assignments/review/write-film-review.html]
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10 Top Critical Thinking Skills (and how to improve them).(2022). Indeed.com: https://www.indeed.com/career-advice/career-development/critical-thinking-skills
Difference between criticize, criticism, critique, critic, and critical. Espresso English : https://www.espressoenglish.net/difference-between-criticize-criticism-critique-critic-and-critical/
Hansen, R.S. (n.d.). Ways in which college is different from high school. My CollegeSuccessStory.com .
Ideas to Action. Critical Thinking Inventories. University of Louisville: https:// louisville.edu/ideastoaction/about/criticalthinking/what
Saunders, J. (n.d.). “Why Are Critical Thinking Skills Necessary for Academics?,” Demand Media.
Stratford, M. (n.d. ) What are the key ideas for critical thinking skills? Demand Media .
Van Zyl, M.A., Bays, C.L., & Gilchrist, C. (2013). Assessing teaching critical thinking with validated critical thinking inventories: The learning critical thinking inventory (LCTI) and the teaching critical thinking inventory (TCTI). Inquiry: Critical Thinking Across The Discipline , 28(3), 40-50.
What is Critical Thinking? (n.d.). Skills You Need : https://www.skillsyouneed.com/learn/critical-thinking.html
Write a Film Review. Academic Help: Write Better : https://academichelp.net/academic-assignments/review/write-film-review.html
Critical Reading, Writing, and Thinking Copyright © 2022 by Zhenjie Weng, Josh Burlile, Karen Macbeth is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.
People learn at an early age to read. Reading is important in society. It’s something we do everyday, whether we’re reading signs, instructions, or leisure reading for fun. However, when it comes to learning, there’s a more active form of reading that’s known as critical reading.
Critical reading is an attempt to get the readers to read and understand, on a deeper level, the material that they’re engaged with. It is a more complex form of reading that asks the reader to analyze the material and interpret it. It’s also important for evaluating materials.
Critical reading is particularly important as people begin to enter higher levels of education, although it’s a useful skill at any age. However, it’s an absolutely critical skill to have for people in college and getting advanced degrees. For instance, take a person putting together a research paper. They may have a dozen sources that they’re thinking about including in their argument. The question becomes whether every source should be included, or whether certain sources are more valuable than others.
People performing this kind of research often have to read critically. In being active with the material, they need to seek to understand what their source is discussing and whether the argument in their reading makes sense.
At the same time, they need to interpret the findings of their sources. What do the conclusions of their source mean? Can those conclusions be used to back up the reader’s own arguments? All of this is part of an evaluation process that the reader uses to judge whether the source is valuable.
As an example, say a reader is writing a research paper about space travel. To back up an argument, it would be important to find previous research that discussed fuel consumption or shielding from radiation found in space. If a source made claims about space travel that weren’t backed up by hard math and scientific concepts, it wouldn’t be a source that a person would want to use.
In practice, many people read uncritically. They simply accept the claims made by other people. This can be harmful, since the reader can go on to make untrue claims because they didn’t critically examine the arguments they were reading.
The University of Toronto has a basic worksheet describing the difference between reading and critical reading. There are six elements of critical reading: purpose, activity, focus, questions, direction, and response.
In typical reading, the purpose behind the reading is to only get a basic idea of what is being communicated. In critical reading, however, the reader is reading not only to understand the content but to make judgements about that content. They think about the arguments being made.
Consequently, the activities that people engage in while reading tend to be different from critical reading. Typical readers only look to absorb the content. Critical readers are in a constant process of evaluating what is being read. It’s the difference between knowing what the reading is about versus evaluating whether what is being said makes sense and is logical.
The focus of normal readers is on what the text says, while the critical reader focuses on how the text is making its argument. This is why normal readers ask different questions from critical readers. Typical readers will commonly ask the following questions:
Critical readers, on the other hand, ask the following question:
Because readers ask different questions from critical readers, the direction of their reading differs from critical readers. Traditional readers take for granted that the reading is true, whereas critical readers are constantly asking whether the reading is making sound arguments. At the conclusion of their reading, traditional readers can summarize the material.
Critical readers, on the other hand, can evaluate the truth of the reading and interpret the reading. Interpretation often occurs as a person compares what they’ve read against other texts that are similar.
Returning to the idea of writing about space travel, a person who reads uncritically simply accepts a text that says the speed of light travel is now possible. A critical reader, on the other hand, will place the text in context with the larger body of literature indicating that faster than light travel is impossible.
A critical reader often approaches a text differently from a traditional reader. First, they will often seek out the central argument of a text, or its thesis. They will then look at the supporting evidence that the writer uses to create that central argument.
Writers often combine many different sources to make their argument. A critical reader will look not only at the thesis of a text, but also the supporting evidence and judge whether that supporting evidence is valid.
Critical readers are also sensitive to the types of arguments being made. Some writers tend to appeal to a person’s emotions more than rely on sound arguments, whereas other writers try to create a reasonable argument.
Another way that critical readers differentiate themselves is in the ability to identify how the writer analyzes material. Writers may use cause and effect logic or compare and contrast different topics.
Critical readers are sensitive to these different kinds of analysis and are able to determine whether the analysis was conducted in a sound way. If an analysis is a bad analysis, then it may undermine the entire paper.
Another part of the critical reading process involves interpretation. Interpretation requires the reader to understand the ideas beneath the paper. What debate is the author engaging in? What are some similar debates that others have been involved in? A critical reader even asks if they’re biased to believe the writing. This can be dangerous, because it can lead a reader to agree with materials that aren’t rational. The final part of the critical reading process is the evaluation portion.
Critically evaluating a reading involves asking about both the strengths and weaknesses of the argument. Critical readers also ask if the argument is logical. Another part of critical reading is whether the main argument is consistent with larger work in the field. If a reading doesn’t agree with the larger literature, that doesn’t mean the reading is wrong. However, it’s important to ask critical questions about the material to understand why the reading conflicts with other writings on the topic. It may be that the reading is making a novel contribution to the field, approaching the topic from a direction that has previously gone unresearched.
While there are many occasions when it is perfectly fine to read in a traditional way, there are also some significant dangers associated with uncritical reading. For example, take the writings of politicians and people who have the power to make public policy. It can be easy to read the writings of a politician you agree with. However, that may cause you to go along with what that person is arguing without ever questioning whether it’s a bad argument.
This is actually a fairly common problem in political advertisements and editorials. The writer appeals to a person’s emotions instead of making a sound argument. However, because the reader wants to agree with the writer, they never question the argument. The problem is that using this approach can lead a person to agreeing to public policies, policies that will personally affect their lives, that may actually be harmful. They may agree to public programs or tax policies that will end up damaging their own ability to make a living. For this reason, it’s important to be a critical reader when it comes to material that could have a significant impact on a person’s life and society at large.
In order to be a critical reader, there are some definite steps that can be taken prior to engaging with reading material. One of the most important keys to being a critical reader is to be widely read. The more you read on a topic, the more expertise you bring to a new reading. It’s far easier to judge a paper or book if you have read other material that touches on similar topics.
The more familiar you are with a field, the more you’ll get used to asking questions about what you read. You’ll ask some of the same questions over and over, from one reading to another. As you get into this habit, you’ll become much better at evaluating new material.
With a solid reading background, you’ll be prepared to critically read. The next step in this process is to become a part of the writer’s audience. It’s important to remember that writers write for specific audiences and rarely set out to address the general population as a whole.
To best understand a text, it’s important to know about the field that’s being written in, understand the purpose of the writing, and have at least a passing understanding of other writings in the same field. This goes back to the importance of being widely read. For instance, it’s far easier to understand a book written on the topic of Impressionism art if you also understand some of the schools of art that gave rise to Impressionism.
As you read, do so with an open mind. While constantly evaluating the material, be open to the author’s arguments. There is a difference between evaluating a paper fairly and being antagonistic to the author. This is particularly likely to happen when reading materials on a sensitive topic, like religion or politics.
It’s important not to be hostile to the writer, so finding a balance between critical reading and outright hostility is necessary. As you’re reading, if you find yourself repeatedly making judgements of the author, it may be best to take a step and ask yourself whether you’re giving the author some space in which to make their argument.
If you don’t do a lot of reading, then there are some basic steps you can take to helping you understand the material. For instance, if it’s a particularly scholarly work, you may encounter words you’ve never read before. Keep a dictionary on hand. In fact, because the internet is so prevalent today, you can always look up confusing words as you’re reading.
Even more importantly, you can quickly bring yourself up to date about topics a writer is speaking about. If a writer mentions a theory that’s important to their argument, you can quickly get up to date on that material thanks to modern technology.
There are even more basic steps you can take to being a critical reader. Pay attention to the title of a work, since it may help clarify what the author’s purpose is. If the reading is difficult, feel free to make your way slowly through the material.
You may even benefit from taking notes as you read through the material. Particularly if a work is in a field you’re unfamiliar with or simply more difficult than what you normally read, you can benefit from writing notes as you go through. Feel free to keep reading journals as you’re working your way along or to jot down notes in the margins of the reading, particularly if it’s a book that you’ll be going back to in the future.
The truth is that people make false claims in their writing all the time. From science to politics and many other subjects, it’s not uncommon to find writers willing to bend the truth to support their arguments. Being a critical reader will help you to make sound judgements about the material and determine whether the argument is sound.
The final way you can benefit from being a critical reader is by the fact that it will help you become a critical thinker . Not all the material you’ll need to make critical judgments about will be found in writing.
On radio and in the media, you’ll encounter many people making unsound arguments, the same way that people do in writing. As you become familiar with asking critical questions about writing, you’ll also become adjusted to asking those same questions of material you encounter from day to day. You’ll find yourself asking important questions about things you hear in the new, for instance.
Becoming a critical reader is the first step to becoming a critical thinker, which will help you to better evaluate claims you hear from many different types of media, from television to the internet.
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"While - like many of us - I enjoy reading what I want to read, I still struggle to get through a dense research article or textbook chapter. I have noticed, however, that if I take steps to prepare, I am much more likely to persist through a challenging reading. "
"It starts with the best of intentions: trusty highlighter in hand or (for the tech-savvy crowd) highlighting tool hovering on-screen, you work your way through an assigned reading, marking only the most important information—or so you think."
"It’s happened to the best of us: on Monday evening, you congratulate yourself on making it though an especially challenging reading. What a productive start to the week!"
"Reading skills are vital to your success at Walden. The kind of reading you do during your degree program will vary, but most of it will involve reading journal articles based on primary research."
"Whereas analysis involves noticing, evaluation requires the reader to make a judgment about the text’s strengths and weaknesses. Many students are not confident in their ability to assess what they are reading."
"Critical reading generally refers to reading in a scholarly context, with an eye toward identifying a text or author’s viewpoints, arguments, evidence, potential biases, and conclusions."
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Encouraging critical thinking skills while reading is essential to children’s cognitive development. Critical thinking enables them to engage deeply with a topic or a book, fostering a better understanding of the material. It is a skill that does not develop overnight but can be nurtured through various strategies and experiences.
One effective way to cultivate critical thinking in children is by sharing quality books with them and participating in discussions that facilitate an exchange of ideas and opinions. Through these conversations, children can draw on their existing knowledge, problem-solving abilities, and experiences to expand their understanding of a subject.
Parents and teachers help kids think more deeply about things. They can do this by answering questions that help kids compare different ideas, look at things from different angles, guess what might happen, and develop new solutions.
Critical thinking helps us understand what we read better. It helps us ask questions and think more deeply about the text. Critical thinking skills can help us analyze, evaluate, and understand what we read.
By incorporating critical thinking, readers can differentiate between facts and opinions, forming their views based on logical reasoning and evidence. This ability is particularly crucial in today’s information abundance, where readers are often exposed to biased or unreliable content. According to Critical Thinking Secrets , using critical thinking in reading allows learners to exercise their judgment in assessing the credibility of the information.
Furthermore, critical thinking promotes creativity and problem-solving skills. Practicing critical thinking allows learners to devise new and innovative ideas to address various challenges. This skill improves academic performance and prepares young minds for future professional endeavors.
Engaging with quality books and participating in thought-provoking discussions can nurture critical thinking abilities in children. Reading Rockets emphasizes the importance of exposing children to texts that challenge their thinking and encourage them to ask questions, fostering the development of critical thinking skills over time.
Teachers also play a significant role in promoting critical thinking in the classroom. Employing various instructional strategies, such as problem-based learning, asking open-ended questions, and providing opportunities for group discussions, can help students cultivate critical thinking habits.
Creating a reading environment that promotes critical thinking enables students to engage with texts more deeply and develop essential analytical skills. The following sub-sections outline strategies for choosing thought-provoking materials and encouraging open discussions.
Selecting suitable reading materials is critical to stimulating critical thinking among students. Teachers should look for texts that:
By incorporating such texts into the classroom, students can be exposed to new ideas and viewpoints, promoting critical thinking and engagement with the material. For instance, in Eight Instructional Strategies for Promoting Critical Thinking , teachers are advised to choose compelling topics and maintain relevance to foster critical thinking
Fostering an environment where open discussions occur is essential to promoting critical thinking skills while reading. Teachers should:
Students who feel comfortable participating in discussions are more likely to develop critical thinking skills. The Reading Rockets emphasizes the importance of reading together and engaging in conversations to nurture critical thinking in children.
Active reading is an essential skill for encouraging critical thinking skills while reading. This involves consciously engaging with the material and connecting with what you know or have read before. This section discusses key strategies that can help you become an active reader.
Annotating the text and taking notes as you read allows you to engage with the material on a deeper level. This process of actively engaging with the text helps you to analyze and retain information more effectively. As you read, it is important to make marginal notes or comments to highlight key points and draw connections between different sections of the material.
One important aspect of critical reading is questioning the material. This means not taking everything you read at face value and considering the author’s interpretation and opinion . As you read, develop the habit of asking questions throughout the process, such as:
By asking questions, you can better understand the author’s viewpoint and the evidence presented, which helps to develop your critical thinking skills.
Summarizing and paraphrasing are essential skills for critical reading. Summarizing the material allows you to condense key points and process the information more easily. Paraphrasing, or rephrasing the ideas in your own words, not only helps you better understand the material, but also ensures that you’re accurately interpreting the author’s ideas.
Both summarizing and paraphrasing can enhance your critical thinking skills by compelling you to analyze the text and identify the main ideas and supporting evidence. This way, you can make informed judgments about the content, making your reading more purposeful and engaging.
Developing critical thinking skills while reading literature involves a comprehensive understanding of various literary devices. This section highlights three primary aspects of literary analysis: Recognizing Themes and Patterns, Analyzing Characters and Their Motivations, and Evaluating the Author’s Intent and Perspective.
One way to foster critical thinking is through recognizing themes and patterns in the text. Encourage students to identify recurring themes, symbols, and motifs as they read. Additionally, examining the relationships between different elements in the story can help create connections and analyze the overall meaning.
For example, in a story about the struggles of growing up, students might notice patterns in the protagonist’s journey, such as recurring conflicts or milestones. By contemplating these patterns, learners can engage in deeper analysis and interpretation of the text.
Character analysis is an essential aspect of literary analysis, as understanding characters’ motivations can lead to a thorough comprehension of the narrative. Encourage students to analyze the motives behind each character’s actions, focusing on the factors that drive their decisions.
For instance, in a novel where two characters have differing goals, have students consider why these goals differ and how the characters’ motivations impact the story’s outcome. This exploration can lead to thought-provoking discussions about human behavior, facilitating the development of critical thinking skills.
Critical thinking is essential to evaluating the author’s intent and perspective. This process involves deciphering the underlying message or purpose of the text and analyzing how the author’s experiences or beliefs may have influenced their writing.
One strategy for accomplishing this is to examine the historical or cultural context in which the work was written. By considering the author’s background, students can better understand the ideas or arguments presented in the text.
For example, if reading a novel set during a significant historical period, like the Civil Rights Movement, understanding the author’s experience can help students analyze narrative elements, enhancing their critical thinking abilities.
While reading is essential to developing critical thinking skills, it can be further enhanced by incorporating certain activities in daily routines that promote critical thinking.
Debates and group discussions are excellent methods for encouraging critical thinking. By participating in debates or discussions, learners exchange diverse ideas, challenge each other’s reasoning, and evaluate the strength of their arguments. These activities require participants to think and respond quickly, synthesize information, and analyze multiple perspectives.
Teachers and parents can facilitate debates and group discussions by selecting topics that are relevant and related to the subject matter. Promoting respectful dialogue and modeling effective listening skills are also important aspects of setting up successful debates or discussions.
In addition to reading, exploring other media formats like documentaries, podcasts, and videos can help stimulate critical thinking in learners. Different mediums present information in unique ways, providing learners with various perspectives and fostering a more comprehensive understanding of the topic.
Using diverse media formats, individuals can compare and contrast information, question what they know, and further develop their analytical skills. It is essential that educators and parents encourage learners to explore these formats critically, assessing the credibility of the sources and ensuring accuracy in the information consumed.
Developing critical thinking skills while reading requires continuous assessment and feedback. Monitoring students’ progress in this area and providing constructive feedback can help ensure development and success.
Establishing clear, measurable goals for critical thinking is vital for both students and educators. These goals should be specific, achievable, and time-bound. To effectively assess progress, consider using a variety of assessments, such as:
These different assessment methods can help determine if students are reaching their critical thinking goals and guide educators in adjusting their instruction as needed.
Constructive feedback is essential for students to improve their critical thinking skills. When providing feedback, consider the following guidelines:
By implementing these strategies, educators can ensure that students receive the necessary support and guidance to develop their critical thinking skills while reading.
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Critical reading is reading with the purpose of critical examination of the text and its implicit and explicit themes and ideas.
by Terry Heick
Critical reading is reading with the purpose of critical examination of the text and its ideas.
To add a bit more to that definition, we might say, “Critical reading is reading with the purpose of critical examination of the text and its implicit and explicit themes and ideas.”
What is Critical Reading? To expand on the simple definition above, critical reading is the close, careful reading of a text that is undertaken in order to understand it fully and assess its merits. It is not simply a matter of skimming a text or reading for plot points; rather, critical reading requires that you read attentively and thoughtfully, taking into account the text’s structure, purpose, and audience, among other characteristics (e.g., tone, mood, diction, etc.)
Critical reading is the process of reading texts with the purpose to understand them fully. It involves asking questions about the author’s intention, the text’s structure and purpose, and the meanings of individual words and phrases. Critical readers also consider the context in which a text was written and how it might be interpreted by different audiences.
What is a critical reading strategy? A critical reading strategy is anything the reader does that helps them critically evaluate a text.
See also Creating A Culture Of Reading In Your Classroom
What are some examples of critical reading strategies?
Inferring ( ‘Reading between the lines’ is the act of identifying and examining implicit messages and biases.)
Claim/Counter-Claim (itemizing each and how they work/don’t work together in a specific text; concept mapping can be useful here)
Journaling (while or after reading to reflect both on the text and the process of evaluating that text)
Marking The Text
Adjusting Reading Rate
Monitoring Understanding
SPQ: Stop, Paraphrase, and Question
The Contrarian (viewing the text from a specific perspective other than your own–often the opposite of your beliefs, opinion, or perspective)
Critical Lenses (reading a text while ‘seeing’ that text through a specific concept or category–including socioeconomic, historical, gender, race, sexuality, and other ‘concepts’ or realities; this can help uncover bias, create new meaning previously inaccessible to the reader and, perhaps most importantly, help the reader understand the subjectivity of reading and how much of an impact our own biases have on our understanding of both texts we read and the world around us).
See also How To Help Your Students See Quality
Why is Critical Reading Important?
Critical reading is important because it allows you to read and analyze a text critically, breaking it down into its component parts and assessing its strengths and weaknesses. It also helps you understand the author’s purpose in writing the text and how it relates to your own life.
As the process of reading texts with a focus on understanding and evaluating the arguments and evidence presented, critical reading involves asking questions about the text, making connections to other texts, and thinking critically about the author’s argument. Critical reading is necessary for success in school and in life because it allows you to assess information critically and make informed decisions.
To read critically, you only need to read with the purpose of identifying and evaluating the ‘quality’ of a text.
Quality can mean different things depending on the purpose and context of a text. Note, the quality here is different than the ‘quality’ of literature or film, or other fiction. In these cases, specific hallmarks of quality certainly exist but they relate to the ability to convey a compelling fiction (e.g., tell a ‘good story’). The use of dialogue to establish characters, the use of setting to ground conflicts, and the weaving of a unifying narrative through the course of dozens of small events, each done with the purpose of helping the reader slowly uncover some truth about themselves or the world around them–these are the kinds of practices that help determine the quality of fiction.
In non-fiction form–essays, for example–quality is concerned more with the clarity and relevance of a specific claim and the author’s ability to demonstrate the importance and truth of that claim.
Wikipedia offers up a strong example of the need for critical reading: “The psychologist Cyril Burt is known for his studies on the effect of heredity on intelligence. Shortly after he died, his studies of inheritance and intelligence came into disrepute after evidence emerged indicating he had falsified research data. A 1994 paper by William H. Tucker is illuminative on both how “critical reading” was performed in the discovery of the falsified data as well as in many famous psychologists’ “non-critical reading” of Burt’s papers. Tucker shows that the recognized experts within the field of intelligence research blindly accepted Cyril Burt’s research even though it was without scientific value and probably directly faked: They wanted to believe that IQ is hereditary and considered uncritically empirical claims supporting this view. This paper thus demonstrates how critical reading (and the opposite) may be related to beliefs as well as to interests and power structures.”
Critical reading is the process of analyzing a text to understand its meaning and to assess its argument. When you critically read a text, you ask yourself questions about the author’s purpose, the evidence they provide, and the logic of their argument.
Who is saying what to whom? That is, who is the author, what is their message, and who is that message for?
Is this true? By what standard?
Does the thesis pass the ‘So what?’ challenge. Put another way, are the claims being made compelling and significant? Worth understanding?
What is explicitly stated? What is implied? What is the relationship between the two?
What are the underlying assumptions of both the text and the claims within it?
Does the knowledge (facts, truths, information, data, etc.) in the text represent our current best understanding of things as they are today? If not, what has changed and why? And how does that change impact the strength and meaning of the text itself?
What here is fact and what is opinion?
What is the significance of this text?
What are the claims made by this text? Are these claims clear? Relevant? Compelling? New? That is, has this been said before?
What reasons are given to support those claims? Are these reasons aligned with the claims? That is, is the claim-evidence reasoning precise?
That is, is the claim-evidence reasoning accurate?
By formulating questions like these, you can not only guide your own comprehension of the text, you can also begin to learn how arguments (and the texts that contain them) are constructed. This can help students form rational, strong arguments of their own while also providing practice analyzing and evaluating the merit of arguments put forth by others (these can be formal academic arguments or informal ‘arguments’/claims made in real conversations on a day to day basis in their lives).
We bring ourselves to a reading and the ‘self’ we were is forever changed if only ever so slightly. Knowledge acquisition changes us and reading is a process of knowledge acquisition. The same text read five years ago has new meaning now because the meaning is not in the text but in your mind which has changed over that period of time. This kind of realization illustrates the necessity for critical reading (and critical thinking while reading).
See also Critical Thinking Is A Mindset
As human beings, we misunderstand too much and lack too much information and perspective. This leads to humility being one of the most important reading strategies of critical reading. By bringing that mindset to a text, we stand a better chance of evaluating the claim-reasoning strength of a text and, in doing so, stand a better chance of improving our own knowledge and critical reasoning skills.
In Why Students Should Read , I said, “When we read–really, really read–for a while, a normally very loud part of us grows quiet and limp while our mind begins unraveling new ideas. Then, pushing further, we look inward, turning our skin inside out to expose our pulsing, naked nerves to the text. We erect a sense of self to withstand the sheer momentum of the text, then rummage through the debris when it’s all over to see what’s left behind.”
Reading is interested in what was said, comprehending is interested in what was meant, and critical reading is interested in what is actually true .
Founder & Director of TeachThought
Critical reading.
You will select sources and read them in different ways depending on their value to your assignment. For example, you might read to:
The last approach is particularly important for any work you submit for assessment.
You should ask yourself:
Usually, you can't read all the texts you find on a topic, or even everything suggested on a long reading list. You need to make choices and be selective.
Opt for quality and not quantity, and choose reliable and current sources. We also recommend that you start with an easy text to give you an overview of the topic.
You could choose one of four main reading strategies. These are:
When reading and analysing a source closely, use our set of critical thinking questions (PDF) to help you engage critically.
Spreeder is an online tool useful for skim-reading text whilst still gaining an understanding of the context. You can adjust the number of words presented and reading speed of your text, helping you to improve your reading speed.
Run a free plagiarism check in 10 minutes, generate accurate citations for free.
Published on May 30, 2022 by Eoghan Ryan . Revised on May 31, 2023.
Critical thinking is the ability to effectively analyze information and form a judgment .
To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources .
Critical thinking skills help you to:
Why is critical thinking important, critical thinking examples, how to think critically, other interesting articles, frequently asked questions about critical thinking.
Critical thinking is important for making judgments about sources of information and forming your own arguments. It emphasizes a rational, objective, and self-aware approach that can help you to identify credible sources and strengthen your conclusions.
Critical thinking is important in all disciplines and throughout all stages of the research process . The types of evidence used in the sciences and in the humanities may differ, but critical thinking skills are relevant to both.
In academic writing , critical thinking can help you to determine whether a source:
Outside of academia, critical thinking goes hand in hand with information literacy to help you form opinions rationally and engage independently and critically with popular media.
Critical thinking can help you to identify reliable sources of information that you can cite in your research paper . It can also guide your own research methods and inform your own arguments.
Outside of academia, critical thinking can help you to be aware of both your own and others’ biases and assumptions.
However, when you compare the findings of the study with other current research, you determine that the results seem improbable. You analyze the paper again, consulting the sources it cites.
You notice that the research was funded by the pharmaceutical company that created the treatment. Because of this, you view its results skeptically and determine that more independent research is necessary to confirm or refute them. Example: Poor critical thinking in an academic context You’re researching a paper on the impact wireless technology has had on developing countries that previously did not have large-scale communications infrastructure. You read an article that seems to confirm your hypothesis: the impact is mainly positive. Rather than evaluating the research methodology, you accept the findings uncritically.
However, you decide to compare this review article with consumer reviews on a different site. You find that these reviews are not as positive. Some customers have had problems installing the alarm, and some have noted that it activates for no apparent reason.
You revisit the original review article. You notice that the words “sponsored content” appear in small print under the article title. Based on this, you conclude that the review is advertising and is therefore not an unbiased source. Example: Poor critical thinking in a nonacademic context You support a candidate in an upcoming election. You visit an online news site affiliated with their political party and read an article that criticizes their opponent. The article claims that the opponent is inexperienced in politics. You accept this without evidence, because it fits your preconceptions about the opponent.
There is no single way to think critically. How you engage with information will depend on the type of source you’re using and the information you need.
However, you can engage with sources in a systematic and critical way by asking certain questions when you encounter information. Like the CRAAP test , these questions focus on the currency , relevance , authority , accuracy , and purpose of a source of information.
When encountering information, ask:
Critical thinking also involves being aware of your own biases, not only those of others. When you make an argument or draw your own conclusions, you can ask similar questions about your own writing:
If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.
Plagiarism
Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.
Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.
Critical thinking skills include the ability to:
You can assess information and arguments critically by asking certain questions about the source. You can use the CRAAP test , focusing on the currency , relevance , authority , accuracy , and purpose of a source of information.
Ask questions such as:
A credible source should pass the CRAAP test and follow these guidelines:
Information literacy refers to a broad range of skills, including the ability to find, evaluate, and use sources of information effectively.
Being information literate means that you:
Confirmation bias is the tendency to search, interpret, and recall information in a way that aligns with our pre-existing values, opinions, or beliefs. It refers to the ability to recollect information best when it amplifies what we already believe. Relatedly, we tend to forget information that contradicts our opinions.
Although selective recall is a component of confirmation bias, it should not be confused with recall bias.
On the other hand, recall bias refers to the differences in the ability between study participants to recall past events when self-reporting is used. This difference in accuracy or completeness of recollection is not related to beliefs or opinions. Rather, recall bias relates to other factors, such as the length of the recall period, age, and the characteristics of the disease under investigation.
If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.
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Apr 2, 2024
There have been rumblings in different online teacher groups recently about replacing novels with short stories and informational articles in middle and high school English classrooms. I have to admit I was shocked when I first read the comments because I am a book lover at heart, but since then, I’ve considered that there are several pros and cons to this approach.
Short stories and other smaller texts can provide a briefer timeline to complete tasks, and this process is helpful when there is already SO MUCH curriculum to cover. Short stories and related activities can also be more engaging for our students because of the exposure to diverse voices and themes! Using short stories and lessons provides students with amazing choices to meet their needs and preferences!
On the other hand, incorporating mainly short stories and other shorter passages means students’ already-pressed attention spans (as a result of social media influences and pervasive sources of technology) are reinforced. Plus, students miss out on the more complex stories within longer pieces of fiction that are, dare I say, life-altering! A novel can provide opportunities for sustained reading and layers for analysis that shorter pieces of literature like short stories and related texts cannot offer.
Ultimately, no matter where you find yourself on the issue, I think we can all agree that short stories and their counterparts can be vital, effective, and helpful in the modern classroom!
Continue reading for 19 Short Stories and Questions For Critical Thinking!!
Need help with Test Prep ? Check out this FREE Pack of 3 Test Prep Activities to help students achieve success on standardized tests!
Table of Contents
You don’t need to remove all novels to be able to include short stories and smaller passages like vignettes, articles, and narratives; there’s a time and place for all genres! But if you’re thinking about ways to include more short stories and fun activities, check out this list of 19 varied short stories and critical thinking questions as well as suggestions for teaching them in middle school and high school.
“The Most Dangerous Game” is one of my absolute favorite short stories and overall plots to teach! This suspenseful short story by Richard Connell follows the harrowing ordeal of Sanger Rainsford, a skilled hunter who becomes the prey of a deranged aristocrat named General Zaroff. Stranded on Zaroff’s secluded island, Rainsford must outwit the cunning general in a deadly game of survival, where the stakes are life and death.
SUGGESTIONS FOR TEACHING:
CRITICAL THINKING QUESTIONS:
If you want to teach plot elements and plot analysis , check out this lesson bundle for the story , which includes comprehension quizzes and a variety of activities!
Ambrose Bierce’s story is a gripping tale set during the American Civil War, where a Southern civilian named Peyton Farquhar faces execution by hanging after attempting to sabotage a Union railroad bridge. As Farquhar falls through the trapdoor, time seems to stretch, and he experiences a surreal moment, only to realize his grim reality.
Integrating historical texts with other short stories and passages like “An Occurrence at Owl Creek Bridge” will make history come more alive and relevant for our students!
Ensure students’ understanding of the story with this set of reading questions that are perfect for state test prep, too !
This chilling tale from Edgar Allan Poe is set in a secluded abbey where Prince Prospero and his wealthy guests attempt to escape a deadly plague known as the Red Death. Despite their isolation efforts, the guests are confronted with their own mortality as a mysterious figure in a blood-red mask appears.
If you have not read any short stories and poems from Poe, this story is a perfect journey into the horror genre!
Check out this EASY-TO-TEACH bundle , you can practice with your students, so they will feel more confident analyzing higher-level language in “The Masque of the Red Death!”
Another chilling tale from Poe is the classic story “The Cask of Amontillado.” This one is set during Carnival in an unnamed Italian city. The plot centers on a man seeking revenge on a ‘friend’ he believes has insulted him. If your students are anything like mine, they will relish the ending particularly!
This is just one more of Poe’s short stories and tales that will capture the mind of every reader!
Check out this Short Story Activity & Quiz Bundle for Edgar Allan Poe’s “The Cask of Amontillado,” which contains questions and answers modeled after various reading standardized tests as well as pre-quiz reading comprehension questions, graphic organizers, and a writing activity to get students thinking critically about this classic short story involving REVENGE!
Want 7 more teaching ideas for one of Poe’s epic short stories and questions to go with it? Click below!
This story by Jack London describes the treacherous journey of a man through the harsh Yukon wilderness during extreme cold. Despite warnings and the company of a loyal dog, the man’s arrogance and underestimation of nature’s power lead to a tragic end.
Short stories and ideas related to survival in nature are still relevant today! Who knows when you might get lost on a hike or crashland in no man’s land?
Grab these engaging short stories and activities to make teaching this Jack London story stress-free!
Told from the point of view of a young man at his former lover’s wedding, the narrator retells their story. Like most of O. Henry’s short stories and texts, this one has a twist that involves the titular cactus plant.
The ending will end in a bit of fun for your students!
This resource packed with questions and answers, graphic organizers, and writing activities is sure to get your students thinking about this love story driven by misconceptions.
This tale of friendship and betrayal focuses on the reunion of two old friends after twenty years apart on a New York City street corner. As they reminisce, something is revealed that demonstrates the reality of their bond as well as the choices they’ve made in life.
If you have not read O. Henry’s short stories and incorporated character analysis yet, this is your chance! The story is not long and can be completed in one to two class periods!
Examine the links between loyalty and duty with this set of resources designed specifically for this O. Henry story.
“The Lottery” is the quintessential short story for middle school or high school English! Shirley Jackson’s “The Lottery” tells the story of an annual ritual that takes place in a seemingly idyllic town. When the townsfolk gather for the lottery drawing, a shocking turn of events demonstrates the dark side of human nature and their ties to (outdated) traditions.
Give yours elf a breath of fresh air with this NO PREP curriculum that integrates test prep within the teaching of literature by using Shirley Jackson’s quintessential story!
This Ray Bradbury story follows a lone walker in a futuristic society in which everyone else is consumed by technology, particularly the television. One evening, the walker encounters a police car that questions his unusual behavior and the end is quite unexpected! (Most of Bradbury’s short stories and texts connect to the future and technology in some way!)
With this resource about Bradbury’s “The Pedestrian,” you can just print and teach the lesson and activities with EASE!
This 1905 story by O. Henry relays a tale about a couple struggling to make ends meet. Throughout the story, they both figure out gifts to buy one another for Christmas and realize what love truly means!
This tale is a great addition to your short stories and questions unit around the winter holidays! Save yourself time at that time of the year with this lesson bundle .
“The Monkey’s Paw” is a classic horror story about the White family who come into possession of a mystical monkey’s paw that grants three wishes. Despite warnings, they use it and then face devastating consequences as a result.
Examine W.W. Jacobs’ classic story with this set of questions and answers along with rigorous reading and writing activities . While it is ideal for a spooky season, the story is valuable for its ability to hook readers any time of year!
This classic story with a killer plot twist is about a woman who kills her husband and gets away with murder thanks to cooking a leg of lamb!
Spice up your middle school English or high school English class with this short stories and activities bundle for Dahl’s famous story!
Poe’s classic psychological thriller is narrated by an unnamed protagonist who insists on their sanity while recounting how they murdered an old man. The narrator is haunted by the sound of the victim’s beating heart, which ultimately drives him to confess to the crime despite not originally being a suspect.
This Short Story Comprehension Bundle offers quick (and effective!) ways to assess students’ learning and understanding of the story. It’s easy to use and will no doubt save you time too!
Emotional short stories and their counterparts have a place as well in English classrooms! This short story by James Hurst about two brothers is a heartbreaking must-read. Through flashbacks, the unnamed narrator tells the life story of his younger sickly brother William Armstrong, who is nicknamed Doodle. And the end…well, you’ll see.
This flexible resource features critical thinking questions and answers as well as writing and reading activities for students to explore Hurst’s heartbreaking story.
This science fiction story by Ray Bradbury was first published as “The World the Children Made” and it is quite fitting as a title! The story focuses on a futuristic world in which a video screen can be controlled and it turns out to be more than simple virtual reality! By the story’s conclusion, the world the children made is the downfall of their parents.
Ray Bradbury’s classic short stories and similar passages are the BEST to teach in middle and high school English! With so much to dive into, they are sure to be a hit with your students. Grab this set of activities to extend your students’ engagement with rigorous reading and writing activities about “The Veldt.”
A woman who longs for a life of luxury and elegance beyond her means faces consequences when she loses a borrowed necklace. Guy de Maupassant’s story ends with a twist that has the reader question the value of material possessions.
Focus on the standards with this Short Story Lesson Bundle for “The Necklace” by Guy de Maupassant!
Need help with implementing activities for “The Necklace?” See below!
Guy de Maupassant’s late-19th-century story is all about REVENGE. A mother is obsessed with creating a plan to avenge her son’s murder and she then puts the plan into action with a morbid outcome.
Add these activities for this lesser-known work to your short story plans. It’s sure to keep things fresh for your short stories and activities unit!
This heartfelt story by Langston Hughes tells the story of Luella, an older woman in the neighborhood, who is nearly robbed by a young man named Roger. In response to Roger, Luella brings him back to her home and treats him with an abundance of kindness, which has a profound effect on Roger.
This tale is at the top of the list for the BEST short stories and passages for upper middle and younger high school students!
Click to check out all of the details for this BUNDLE with differentiated options , which includes a Test Prep Quiz (with varied options), Venn Diagrams, Graphic Organizers, and Writing Responses!!
This short story by Neil Gaiman is creepy and fun in the best ways possible! The narrator is taking care of his girlfriend’s little brother and walking him to bed when the child asks for a story. Instead of the narrator sharing a story, the boy shares about the Click Clacks who drink their prey and leave behind rattling bodies. The end is too good to be missed!
Short stories and plots like those in “Click Clack the Rattle Bag” will most certainly engage even your most struggling learners!
This “Click Clack the Rattle Bag” Quiz Pack for middle and high school students uses the Common Core standards and contains questions and answers modeled after various state standardized tests! Make teaching this amazing short story by Neil Gaiman SIMPLE & EASY!
While I would never advocate replacing all novels with short stories and smaller texts, there is still something to be said about spending quality time with short stories and excerpts.
Including short stories and standards-based activities is an ideal option to improve reading comprehension and develop skills, especially in middle and high school English classes!
This Short Stories and Test Prep Questions ULTIMATE BUNDLE with Lessons, Quizzes, and Activities uses the Common Core standards with reading comprehension QUESTIONS and ANSWERS for 18 short stories such as “The Most Dangerous Game,” “The Monkey’s Paw,” “The Tell-Tale Heart,” “After Twenty Years,” “The Gift of the Magi,” “The Veldt,” “The Lottery,” “The Pedestrian,” etc. modeled after various state reading exams.
Make teaching short stories and activities SIMPLE & EASY!
Just PRINT & TEACH with engaging short stories and lessons!!
Need more fun ideas for teaching short stories and corresponding activities? Check out my store Kristin Menke-Integrated ELA Test Prep !
I primarily focus on integrating multiple disciplines and subjects. The goal is to make teaching simplified and effective!
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Subject: English
Age range: 14-16
Resource type: Unit of work
Last updated
10 September 2024
PROPAGANDA, MEDIA LITERACY AND CRITICAL THINKING is a modular unit designed for approximately three to four weeks of class work. It is designed for high – level student engagement with the history and techniques of propaganda, the psychology of media manipulation and specific strategies to apply critical thinking to digital communication, with a range of techniques and activities for analyzing on-line propaganda and digital manipulation.
It is based on three extended power-points, each a complete unit in itself (see full content below). Each slide has questions and other tasks to test for understanding – these are a range of activities, including prior knowledge tests, crossword, short answer quizzes, research tasks, discussion topics and visual interpretation analysis. The teacher copy of the power-points contains the answers to all the questions asked in the unit. All slides are numbered to ensure ease of use in whole class teaching. An extension activity analyzing romanticized representations of war is included.
It is a modular unit which can be used as a whole or each of the sections can function as a self contained program of instruction, depending on teaching time and course focus – English, media literacy, life skills, digital persuasion. The unit is in three sections
PROPAGANDA AND MEDIA LITERACY
FIVE ENQUIRY QUESTIONS – Media Manipulation and Digital Deception (i) Advertising and Propaganda (ii) Propaganda and pre-exisiting prejudices (iii) The Big Lie – The Success of Massive Deceptions (iv) The Goals of Propaganda – Case Study Research (v) News Reporting as Propaganda- Case Study
DEVELOPING CRITICAL THINKING SKILLS IN AN AGE OF DISINFORMATION
Additional Resources (1) Crossword of Key Terms (with answers) (ii) Extension activity (ppt) - Romanticized Images of War - Wartime Posters
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Heinzig and mcmillan gift $6.75 million to department of philosophy to advance ethics and critical thinking at osu.
Friday, September 6, 2024
Media Contact: Elizabeth Gosney | CAS Marketing and Communications Manager | 405-744-7497 | [email protected]
Growing up in Prague, Oklahoma, Dennis Heinzig yearned for more than what he found in his small town of around 2,300. For him, the answers to life’s questions wouldn’t be found there.
So, Heinzig ventured out into a world that was much different than he expected — one that did not fit the perspective he started with, nor for which he was prepared. And then he found philosophy, where his quest for a broader understanding of truth and wisdom really began.
“What philosophy did for me was take the blinders off conceptually,” Heinzig said. “It allowed me to begin to think more objectively about life’s important questions. By going beyond what I was taught one must think or believe, I began to discern what is true and ethical and then live accordingly.”
Heinzig and his wife, Iona McMillan, have gained an invaluable amount from philosophy, and the couple wants as many Oklahoma State University students as possible to experience its benefits. In pursuit of that goal, Heinzig and McMillan made the largest donation ever to the OSU Department of Philosophy . Their $6.75 million gift will establish an endowed chair and fund ethics and critical thinking and an endowed general fund for philosophy. It will also continue to fund the Heinzig & McMillan Endowed Scholarship for Ethics and Critical Thinking.
“We are deeply grateful for Dennis and Iona’s visionary commitment to advancing critical thinking and ethics at OSU,” said Dr. Scott Gelfand, former philosophy department head. “This transformative gift will empower our faculty and students to engage in rigorous inquiry, ethical reflection and meaningful action, contributing to the cultivation of ethical leaders and responsible citizens.”
Ethics and critical thinking play a prominent role in OSU’s strategic plan and mission to become the nation’s preeminent land-grant university.
“At OSU, our ideal graduate demonstrates professional preparedness, engaged citizenship, ethical leadership and personal responsibility,” OSU President Kayse Shrum said. “Each of those qualities has roots in philosophy, and when demonstrated, will serve our landgrant mission by equipping graduates to positively impact their communities.
“Dennis and Iona’s generosity with this historic gift will help us ensure our graduates are prepared to make a difference in the world.”
The couple has been involved with multiple charities over the years, but it was McMillan’s idea to make an impact at OSU, where Heinzig earned his master’s degree in philosophy in 1987. During his time in Stillwater, Heinzig met philosophy professor Ed Lawry, who Heinzig remembers as always supportive and approachable. Lawry taught his students to apply philosophy to real-life issues, which guided Heinzig throughout his 30-year business career.
“As an employer, I found it much harder to train someone to approach business decisions with ethics and critical thinking than it was to teach them knowledge-based job skills,” Heinzig said. “To think carefully and be a good person — those two qualities are required to navigate life’s challenges for the good of oneself and all others.”
In the spirit of Lawry, Heinzig and McMillan hope their gift will help students and faculty in all fields appreciate the importance and relevance of philosophy. The couple wants to inspire people to face every issue with objectivity and fairness — whether in academics, their career or personal life. To that end, the department is offering a new minor, the Art and Science of Critical Thinking.
“We hope our contributions will equip people with critical thinking skills and a deeper ethical understanding that will in time make a meaningful difference in our world,” McMillan said. “Our intention is to disseminate the benefits of philosophy as broadly as possible, equipping new leaders with the tools and understanding required to grapple with a rapidly changing world.”
Philosophy and philanthropy share the same root word — phileo, or brotherly love. In Greek, philosophy means the love of wisdom, while philanthropy means the love of humanity. Heinzig and McMillan believe the two are intrinsically intertwined, and that, with conflicts raging across the globe, OSU can play a part in making the world a better place.
“OSU is a very special community and has the right mission and environment to show how philosophy is just as impactful and relevant as agriculture, technology or energy to our lives and the future of humanity,” Heinzig said. “If we approach our global challenges with deep ethical understanding and critical thinking skills, there is no problem humanity cannot solve.”
Story by: Grant Ramierez | CONNECT magazine
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Critical Reading & Reading Strategies
Introduction: Critical Thinking, Reading, & Writing | College ...
Critical reading - Being critical: a practical guide
Step 1: Establish a purpose of reading. Before delving into a text, define your purpose for reading. Whether it's gaining a general understanding, extracting specific information, or critically analyzing the content, clarifying your objective sets the stage for effective critical reading. 4.2. Step 2: Preview the text.
Critical Reading. To apply critical thinking when you read, try doing the following: 1) Read the text carefully, asking questions. 2) Check the evidence used in the text, especially if the source is not peer-reviewed. 3) Compare with other sources dealing with the same topic. 4) Evaluate and draw your own conclusions.
Critical reading is a more ACTIVE way of reading. It is a deeper and more complex engagement with a text. Critical reading is a process of analyzing, interpreting and, sometimes, evaluating. When we read critically, we use our critical thinking skills to QUESTION both the text and our own reading of it.
Your task as an enlightened critical reader is to read what is on the page, giving the writer a fair chance to develop ideas and allowing yourself to reflect thoughtfully, objectively, on the text. 3. Consider the title. This may seem obvious, but the title may provide clues to the writer's attitude, goals, personal viewpoint, or approach.
Definition of Critical Thinking. "Critical Thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.".
The University of Toronto has a basic worksheet describing the difference between reading and critical reading. There are six elements of critical reading: purpose, activity, focus, questions, direction, and response. In typical reading, the purpose behind the reading is to only get a basic idea of what is being communicated.
Read, Re-read, Read Again. Reading critically takes skill and time. In order to really grasp hard material, it's recommended that you read it at least three times: Read for an Overview - Read quickly, to get a general picture of the writer's purpose (central arguments), methods, and conclusions.
Use this checklist to practice critical thinking while reading an article, watching an advertisement, or making an important purchase or voting decision. Critical Reading Checklist (Word) Critical Reading Checklist (PDF) Critical Thinking Bookmark (PDF) Learn about the ways that active reading instead of passive reading is the key to growing ...
Encouraging critical thinking skills while reading is essential to children's cognitive development. Critical thinking enables them to engage deeply with a topic or a book, fostering a better understanding of the material. It is a skill that does not develop overnight but can be nurtured through various strategies and experiences.
To read well requires one to develop one's thinking about reading and, as a result, to learn how to engage in the process of what we call close reading. Students not only need to learn how to determine whether a text is worth reading, but also how to take ownership of a text's important ideas (when it contains them). This requires the ...
What Are Critical Thinking Skills and Why Are They ...
What Is Critical Reading? A Definition For Learning -
Intensive reading: reading a short section of text slowly and carefully. When reading and analysing a source closely, use our set of critical thinking questions (PDF) to help you engage critically. Spreeder is an online tool useful for skim-reading text whilst still gaining an understanding of the context. You can adjust the number of words ...
What Is Critical Thinking? | Definition & Examples
19 Short Stories and Questions For Critical Thinking
In creative fiction, this makes for a more unique and dynamic storytelling, which will be more enjoyable to the reader. Critical thinking in reading and writing will also enhance and train your brain into using this skill in every day events. Critical thinking is also important in judging fact from opinion, and making your own opinions based on ...
Critical reading is a technique for discovering information and ideas within a text. Critical thinking is a technique for evaluating information and ideas, for deciding what to accept and believe. Critical reading refers to a careful, active, reflective, analytic reading. Critical thinking involves reflecting on the validity of what you have ...
To return to the framework for critical thinking proposed by Davies and Barnett (2015), the three teachers integrated critical thinking into their teaching of reading in different ways, however, all of them relied at least to some extent on applying basic thinking skills. Andrea (Case study 1) put the greatest emphasis on critical thinking as ...
The Bundle of Skills We Call Reading. Most of the things we call "skills" are in fact big bundles of smaller skills. For example, to be a highly-skilled basketball player means that you have developed the following abilities: Spatial awareness, Hand-eye coordination, Vertical leap, Foot speed, Agility, Dribbling, Shooting, Rebounding ...
Critical reading consists not only thinking of have much in common. Reading learning certain skills, but also includes a. critical attitude toward what we read. At- 3H. Crossen, "Effects of the Attitude of the Reader titudes affect one's ability to think critically. Upon Critical Reading Ability," Journal of Edu-.
PROPAGANDA, MEDIA LITERACY AND CRITICAL THINKING is a modular unit designed for approximately three to four weeks of class work. It is designed for high - level student engagement with the history and techniques of propaganda, the psychology of media manipulation and specific strategies to apply critical thinking to digital communication, with a range of techniques and activities for ...
"We hope our contributions will equip people with critical thinking skills and a deeper ethical understanding that will in time make a meaningful difference in our world," McMillan said. "Our intention is to disseminate the benefits of philosophy as broadly as possible, equipping new leaders with the tools and understanding required to ...