The Reading Process

The Reading Process

“Reading a text closely and critically is a little like investigating a crime scene. You look for certain clues; you ask certain questions” (Cooley, 37)

Previewing a Text

All readers (and consequently, all writers) have a process for reading. Many start with pre-reading to see what the text might have to offer. Some tips (taken from The Norton Sampler) to get a sense of the topic and direction of the text are as follows:

·  Look at the headnote to learn about the author and the original context—the time, place, and circumstances in which the text was written and published.

·  Think about the title. What does it reveal about the topic and TONE of the text? Are you expecting a serious argument, or an essay that pokes fun at its subject?

·  Skim the text for an overview, noting headings, boldfaced words, and so on.

·  Skim the introduction and conclusion. What insight do they give you into the purpose and message of the text?

·  Think about your own purpose for reading. Do you want to obtain information, fulfill an assignment? How will your purpose affect what you focus on? (Cooley, 37)

These methods can often help you choose which readings/articles are best for your purposes.

Reading a Text

When sitting down to critically engage with a text, there are certain questions that a reader looks to answer. They are as follows:

·  What is the writer’s main point? Is it clearly stated in a thesis? If so, where? If the main point is not stated directly, is it clearly implied?

·  What is the primary purpose of the text? To provide information? Sell a product or service? Argue a point of view? Make us laugh? Tell a story? [How is the reading of the text affected by its purpose?]

·  Who is the intended audience? Readers who are familiar with the topic? Those who know little about it? People who might be inclined to agree—or disagree? [The audience is rarely “everyone”]

·  What is the tone and style of the text? Serious, informal, inspirational, strident?

·  How and where does the writer support the main point? Can you point out specific details, facts, examples, expert testimony, or other kinds of evidence?

·  Is the evidence sufficient? Or does it fail to convince you? Are sources clearly identified so that you can tell where the material is coming from?

·  Has the writer fairly represented—and responded to—other points of view? Has any crucial perspective been left out?

·  What is the text’s larger historical and cultural context? Who is the author? When was the text written? What other ideas or events does it reflect? (38)

Responding to what you’ve read

In order to maintain information, it’s beyond helpful (necessary for most people) to learn to respond to texts. It’s important to develop a strategy that works for you. Here are some tips to help you get started, and that have help others:

·  Summarize what you’ve read in your own words. If you can write a summary of the main point, you probably have a good grasp of what you’ve read.

·  Think about and record your own reactions. Whather or not you agree with or like the text, did the writer accomplish what he or she set out to do?

·  Consider what you’ve learned about writing. Note any techniques that you might want to try in your own writing, such as using a catchy introduction, unusual examples, or striking visuals. [Be careful not to mimic the voice of the author; only take note of particular techniques.] (39)

The more you practice these techniques, the more you’ll begin to develop and take notice of the methods that work best for you.

Cooley, Thomas. “The Reading Process.” The Norton Sampler: Short Essays For Composition. 7th ed. New York: W.W. Norton & Company, Inc., 2010. 36-40. Print.