Critical Reading
READING TO SYNTHESIZE TECHNIQUE
August 20, 2011 | 
Author Once we have understood, responded to, and evaluated a single source, we are in a position to link that source with others. By establishing links between one author and others (including ourselves), we achieve a synthesis, i.e. an integration of sources. Synthesis is the fourth and in some ways the most complex component of a close, critical reading, i.e. that will make us a critical reader and critical writer, because it requires that we read and understand all our source materials and that we respond to and evaluate each one.
We have four goals in reading to synthesize:
- Read to understand, respond to, and evaluate multiple sources on a subject, problem, or issue.
- Understand our own views on the subject, problem, or issue. Be able to state these views in a sentence or two.
- Forge relationships among source materials, according to our purpose. In a synthesis, our views should predominate. use the work of various authors to support what we think.
- Generally, try to create a conversation among sources. Be sure that yours is the major voice in the conversation.
Students find the following plan helpful when writing synthesis:
- Read, respond to, and evaluate multiple sources on a topic.
- Subdivide the topic into parts and give each a brief title.
- Write cross-references for each part.
- Summarize each author’s information or ideas about each part.
- Forge relationships among reading selections.
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READING TO EVALUATE TECHNIQUE
Evaluating a text is the third component of a close, critical reading for a critical reader. Having understood and responded to a text, we are in a position to investigate its strengths and weaknesses, that is to evaluate it. We will not find every text to be of equal value: equally accurate, equally useful, equally convincing, equally well written. As a critical reader, you should determine the extent to which an author has succeeded or failed in presenting material. We should be able to explain why we and the author agree or disagree.
We have four goals in reading to evaluate:
- Distinguish between an author’s use of facts and opinions. When we are reading to evaluate, we want to be alert to an author’s use of facts, opinions, and definitions, and his or her assumed views of the world. We will also want to know if an author’s purpose is primarily to inform or to argue, so that we can pose specific questions accordingly.
- Distinguish between an author’s assumptions (fundamental beliefs about the world) and our own. An assumptions is a fundamental belief that shapes people’s views. Sometimes assumptions are based on clearly defined reasons, and other times they are based on ill-defined feelings. Either way, the opinions that people have can be better understood by indentifying the underlying assumpions.
- Judge the effectiveness of an explanation.
- Judge the effectiveness of an argument.
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READING TO RESPOND TECHNIQUE
Our personal response to a text as a critical reader is the second component of a critical, comprehensive reading. If our reponses are to be informed, we must understand what we have read, which is why our first job is to understand. The overall goal of reading to respond is to identify and explore our reactions to a text. More specifically, these goals are as follows:
- Reflect on our experiences and associations with the topic of a text, i.e. know what you feel about a text and know your emotional response.
- Let the text challenge you.
- Use the text to spark new, imaginative thinking.
We can achieve the goals of reading to respond when we approach a text with a set of questions that continually returns our focus to us and our reactions. Here is a sampling of such questions:
- Which one or two sentences did I respond to most strongly in this text ? What was my response ? Explore our reasons for being excited, thoughtful, surprised, or threatened. Keep the focus on us.
- What is the origin of my views on this topic ? If we are reading on a controversial topic, explore where and under what circumstances we learned about the topic.
- If I turned the topic of this text into a question on which people voted, how should I vote and why ? Try getting involved with the text by locating a debate in the text and by taking sides.
- What new interest, question, or observation does this text spark in me ? Use a text to spark our own thinking. Let the text help us pose new questions or make new observations. Use the text a basis for speculation.