Critical Reading and Researching Main Ideas

 

Directly quoted 1: “To analyze means to break a text down into its parts to better understand it. When you read for analysis, you notice the components of a text and how they work together. As you examine those components, you make the inferences and interpret the message of the text,” (Wilson & VanBerschot, 2014).
Rationale 1: This quote describes the process of critical reading to be one full of systematic and rigorous analysis from scholars in a bid to determine the credibility of the text. This automatically requires the reader to identify an author’s evidence, viewpoints, arguments and conclusions.
Directly quoted 2: “When analyzing a text, you engage in noticing- noticing what the authors are saying and how they are saying it. Scholars do not pick a single article, book or study as the complete truth on a topic. They read widely on the issue to get a well-rounded understanding,” (Wilson & VanBerschot, 2014).
Rationale 2: For synthesis of information, scholars gather sources and related texts on the topic before drawing any conclusions based on evidence obtained. Evaluation of the obtained knowledge is necessary for validity and credibility determination.
Directly quoted 3: “Many students are not confident in their ability to assess what they are reading. It is important to remember, that even though a piece of writing is published, it is not necessarily accurate, scholarly or free of bias. Readers must look at published writing with a critical eye to gauge its trustworthiness,” (Wilson & VanBerschot, 2014).
Rationale 3: No scholarly material provides the absolute truthful information, any reader especially a student requires to read for evaluation in order to properly criticize the source Material. All the quotes focus on critical reading of source material and emphasize on determination of credibility of information by pooling data from different sources.
References
Wilson, B. G., & Linder VanBerschot, J. (2014). Co-teaching an online action research class. Canadian Journal of Learning and Technology, 40(2). Retrieved from http://www.cjlt.ca/index.php/cjlt

Paraphrasing Main Points

According to Wilson & VanBerschot (2014), analyzation of any written material involves the simplification of information delivered in order to understand it clearly. Reading for analysis helps the reader to notice the components of a text and how they are related to create a meaningful text. It consequently leads to examining the main components of the piece of writing therefore putting it in a position for interpretation and referencing the message contained in the text. It is without a doubt that critical reading requires the reader to identify the author’s evidence, arguments, viewpoints and most especially the conclusions for the sole purpose of determining the material’s credibility. Noticing only cannot fully define critical reading as a writer one needs to read widely in order to obtain an all-rounded perspective and understanding of the topic under discussion. Therefore, scholarly writers are required to collect information from various sources before they draw any conclusions as it of utmost importance to obtain credible and valid knowledge. It however does not mean that every piece of information read from a published piece is true. According to Wilson & VanBerschot (2014), a reader must be able to look at published writing with a critical eye in order to authentically determine its credibility and trustworthiness. Since not all scholarly material provides absolute truthful information, any reader requires to read for evaluation for appropriate criticism of the material which is easily achieved through analysis of information from different sources.
In summation, critical reading is not only a requirement for a student, it is a major necessity in order to obtain and analyze information from scholarly material. This is because it involves a rigorous and systematic procedure (Morton, Storch, & Thompson, 2015).

References
Morton, J., Storch, N., & Thompson, C. (2015). What our students tell us: Perceptions of three multilingual students on their academic writing in first year. Journal of Second Language Writing, 30, 1-13.
Wilson, B. G., & Linder VanBerschot, J. (2014). Co-teaching an online action research class. Canadian Journal of Learning and Technology, 40(2). Retrieved from http://www.cjlt.ca/index.php/cjlt

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