Handout Strategic Reading_Sara Rich

8/10/2019 Handout Strategic Reading_Sara Rich

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Workshop: Strategically Reading Scholarly Articles 27 March 2014

trategically Reading

Scholarly Articles

Workshop sponsored by the PhD Society of LeuvenPresented by Dr. Sara Rich, Dragoman diting ! Publishing

Wha is reading"

# Process of decoding a standard set of symbols that represent soundsand compiling them into $ords, $hich represent meaning. Reading istherefore, a process of translating the author%s language into thereader%s o$n language.

# Reading is dependent on sociocultural factors &e.g., alphabet orideogram" modes of communication, perspectives on authority, etc.'

and individual schemata &ho$ $e organi(e kno$ledge'

)Reading is a comple* and purposeful sociocultural, cognitive, andlinguistic process in $hich readers simultaneously use their kno$ledgeof spoken and $ritten language, their kno$ledge of the topic of thete*t, and their kno$ledge of their culture to construct meaning $ith

te*t.+ &ommission on Reading of the -ational ouncil of eachers of nglish'

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)A book is a friend.+ / 0.A. 0illingsly

1f a book is a friend, then a scholarly article is a colleague.

# Reading is never a passive act2 there are multiple levels of communication going on atall times bet$een the reader and the $riter.

Robson 34567 Writers do not supply meaning to a te*t2 readers do. 1f reading is)meaning8making+, it must be seen as an ongoing discourse bet$een $riter and reader.

Rosenblatt 34497 0ecause $riting8reading are t$o parts of a dynamic situation, )thesame te*t takes on different meanings in transactions $ith different readers or even$ith the same reader in different conte*ts or times+.

:o$ do you best engage yourself $ith the te*t to ma*imi(e the dialogue"

And ho$ is the author engaging you"

3. Approaching the te*t7 What does this colleague have to say" :o$ much

do you $ant to engage in conversation $ith this colleague"

# What can you learn from this colleague" # :o$ much time;energy are you$illing to invest in this discourse" # :o$ $ill this decision affect your readingstrategy"

rgency?. Retention

hese t$o factors do not al$ays complement each other $ell@

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3. Approaching he e*

Rate level of urgency against retention.88 Read abstract, look at key$ords. his is a promise from the author&s' as

to $hat the article $ill do, and to $hom &and ho$' it $ill speak.88 -o$ it%s on you7 What are your e*pectations" o $hat level do you

$ant to be engaged $ith this article"

S: W:B RADS B- WAR%7 RL1C1B>S AP:BR1- SAEAR1-C P:B-11A

>sing iconographical and te*tual analyses, this paper proposes that Phoenicianmerchant vessels bore the embodiment of the anaanite goddess Asherah, She $hotreads on $ater%, in the form of the ships% masts. asts $ere likely constructed of cedar$ood, as $ere the physical substitutes for the goddess, asherim. 1t is suggested thatsailing masts may have shared a common physical form and metaphysical function $ithAsherah poles% of the Bld estament. he metaphorical presence of the goddess in theship mast8asherah$ould have empo$ered sailors to better control the unpredictableforces of the $ater and sky upon $hich seafaring Phoenicia $as so dependent.

Fey$ords7 Asherah, asherim, anaan, edar of Lebanon, Bld estament, potnia theron, ship assymbol, tree of life, >garitic literature

tance

3. :edges7 )possibly+ )might+ )perhaps+indicate conGecture and commitment level

?. 0oosters7 )clearly+ )undoubtedly+)demonstrate+ indicate certainty andconviction

6. Self8mention7 )1+ )$e+ / diff. in disciplines"

9. Attitude markers73. Herbs7 )prefer+ )agree+?. Adverbs7 )unfortunately+ )hopefully+6. AdGectives7 )important+ )remarkable+1ndicate attitude about ; to$ard research

:yland ?IIJ7 Stance and ngagement

# :o$ the author presents information says ho$ you are to be engaged#

ngagement

3. Reader pronouns7 )$e+ )you+?. Shared kno$ledge7 )$e all

kno$ that @+6. Directives7 )$e should

consider @+9. Kuestions7 @ "J. Personal asides7 )and 1 think

so+ )and by the $ay+

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?. ngaging the te*t7 What do you $ant from the discourse" &?'

K9R7 urvey / Kuestion / Read / Relate / Recite / Revie$

Hisual register

O layout, organi(ation, themesO 1mages, maps, tables,captionsO 1ntro ! concl.

# What is the thesis" #urn subheadings into KsO What is the background"O What is the evidence"O Which methods are usedto analy(e data"O What are the results"

O :o$ $ere they acLuired"O :o$ are the resultsdiscussed"

onsciouslyans$er uestionsand indicate areasthat provide thoseans$ers

O o o$n researchO o other researchO o future researchpossibilities

Sum up mainpoints in o$n$ords. Do this outloud &aurallearners' and;or in$riting;pictures&visual;tactilelearners'

Revisit te*t andadd;update

notes or anymain pointsmissed duringrecitation

What about that )R+"

he 6,s for reading

3. reate a dialogue $iththe authors. 1f this paper$ere given at aconference, $hatuestions $ould you ask"

?. :o$ does it relate toother literature" :aveauthors ackno$ledgedlimitations"

6. :as article createdcontroversy $ithin thefield" Any peer responsesgenerated" :o$ $ouldyou $rite a responsepaper"

3. -ote8taking isabsolutely necessary toprocess info

?. reate your o$nshorthand7 Leads to

hesis

Don%t understand

*citing stuff

ompared to With ; $ithout ;

before

bet$een

because

olor8coded highlighting

3. Read >-comfortably7standing, cold, aloud,hungry, full bladder@

?. Read at every sparemoment= hat adds up tohours a day, and givesspace bet$een eachsession for mentalprocessing bet$een

sections.

6. 0etter to skim the$hole article than toleave it incomplete.

riticismomprehensionompletion

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nfamiliar7 outside8in or spiral

Structure Abstract81ntro8onclusions80ackground8Discussion8Results8ethod

ips for ,ritical Reading &adapted from 0ehrens ! Rosen ?I3I'

3. onte*t?. itle ! subtitle6. ain point7 What is the thesis statement or research uestion"9. Subordinate points7 &:o$' do they relate"J. 0reak reading into sections7 Sections N metadiscourseQ. Distinguish points, e*amples ! counterarguments7 Doing v. saying &esp. $ith

uotes'. ransitions7 Another form of metadiscourse5. Read actively and recursively7 get physical=

Ask yourself variants of the traditional Ks7

Purpose7 Why did the author&s' $rite this article" What is the point" What is theauthor responding to e*actly" What motivates the argument"vidence7 Which methods produce evidence" :o$ is evidence analy(ed" Dointerpretations counter other literature" What are the base assumptions" Are thereleaps in logic"1mplications7 Why are the conclusions important" :o$ can they be placed into agreater conte*t" What can be done differently to improve;e*pand results" :o$ couldtheory, e*periment, method, etc. be applied to a different conte*t"

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Skimming vs. Speed8reading kimmingincludes entire length of

article, $hether linear or spiral inapproach.

MM Eocuses on information deemed)important+2 implies a decision

MM Paragraph is a microcosm of article

3st line N introduction

last line N conclusion

stuff in the middle N dirty details

MM une eyes for key $ords, esp. if

reading &skimming' in a foreignlanguage.

peed8readingincreases avg. 6II $pm$ith I comprehension TJII

MM 0ack off ga(e7 see $ord groupsinstead of single $ords.

MM Ditch subvocali(ation.

MM etaguiding &ruler, pencil, notecard,etc.'

MM 1s there an app for that" Sprit(.

8 spreeder.com8 readspeader.com

W ha %s he bes $ay o alloca e" And $ha abou comprehension"

Fim Peek7 the $orld%s only speed8reader $ithcomprehension and retention

Rauding &reading M audio'7 Bur brains can%t divorce

reading from speaking / meaning, you can%t ditchsubvocali(ation completely

Ei*ations ! saccades7 yes fi*ate on points on the

page ; screen then skip to ne*t point &saccade'. 0rain stopsto comprehend after several saccades / possible to skip"


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?II8$ord abstract7 )Strontium 1sotopic and ree8Ring Signatures of ,edrusbrevifolia on yprus+

his paper presents initial data from an ongoing study that employs strontium &Sr'isotopic analysis &5Sr;5QSr ratios' in attempt to provenance archaeological cedar

$ood from the east editerranean region. edar $as used in shipbuilding, amongother roles, in ancient gypt and the -ear ast, and provenance of recovered $oodis only surmised in studies to date. As the first step in this dendroprovenance study,a ca. QII8year dendrochronology $as developed for living cedars on yprus,e*tending back to about AD 393?. Additionally, 5Sr;5QSr ratios for $oodprovenance are established for t$o different cedar groves in the roodos ountainson yprus. he 5Sr;5QSr results reflect a closer correlation of cedar $ood $ithsea$ater than $ith roodos ophiolite bedrock, indicating the greater influence ofsea8induced rainfall and sea8spray in this island environment. he results of theypriot $ood are compared to ,edrus libani from Lebanon and urkey, $ithpromising results. Due to the higher value of 5Sr;5QSr results for ,edrus brevifoliaon yprus, versus intermediate and lo$er values for urkey and Lebanon

respectively, successful provenance of archaeological $ood may be possible. 1n thefuture, this method may be coupled $ith dendroprovenancing techniues for moreaccurate locali(ed results.

)satisficing+ N a sufficiently satisfying strategy

Duggan ! Payne ?II4Skimming process7 3' readers are naturally dra$n to the first part of )patches+2?' readers determine if information is valuable, and if not, they skip to thesecond )patch+ N satisficing.

)emory for meaning+ results7 3' better to skim linearly than read only first oronly last line of te*t in each paragraph2 ?' skimming sacrifices less importantdetails and inferences2 6' skimming facilitates memory of most important ideas.

)he higher memory8for8meaning scores for important sentences in the skimconditions indicate that skim readers successfully allocated their time to more

important material $ithin the te*t. @ Skimming is adaptive.+


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6. alking back7 -o e8 aking as par of he discourse

-ote8taking is more than a mnemonic device2 it%s afiltration system.

88 organi(ing88 restructuring88 interpreting88 responding

COLOR-CODED

O:ighlighter and pen inkcan be color8coded so that,e.g., redNvital statements2blueNsupporting evidence2greenNsource to look up2blackNconclusion

# Sticky note colors canindicate, e.g.,yello$Nmethodology2pinkNinterpretation2blueNrelevant background,

or to indicate relevance forspecific thesis chapters

# -otebooks for outlines !diagrams N visual ; tactile

# >se o$n note8language=

3. endeley

?. vernote

6. Bkular;Findle orPDE notations,highlights,stamps, etc.

9. Word processor,esp. good forannotatedbibliographies

Resources and toolstend to be te*t8oriented

asily adaptable,lean88legible

Portable and non8flammable ;theft8proof &i.e.,easy to back up'

anuallectronic

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Diagramming ! outlining yournotes7 some popular linear

methods

# an use $ith SK9R, FLW, etc.

akany et al. ?II5 sho$ed higher scores for non8linear &SmartWisdom' note8takers foraccuracy, memory, metacognition, comple*ity and comprehension.

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1f this $orkshop $ere a scholarly article1f this $orkshop $ere a scholarly article@@

Reading scholarly literature is not the same activity as readingReading scholarly literature is not the same activity as reading the ne$spaper or athe ne$spaper or a

novel. And $hy should it be $hen $riting academically is not thenovel. And $hy should it be $hen $riting academically is not the same as $riting asame as $riting a

ne$s story or a fictional $ork"


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Analytical reading in 3 stages "How to Read a Book# Adler $ %an &oren 1!40'

Find what the book is about

1( )lassi*y the +ook according to kind and s,+-ect .atter(2( State /hat the /hole +ook is a+o,t /ith the ,t.ost +reity(

3( n,.erate its .a-or parts in their order and relation# and o,tline these parts as yo, hae o,tlined the

/hole(

4( &e*ine the pro+le. or pro+le.s the a,thor is trying to sole(Interpret the book's contents

5( )o.e to ter.s /ith the a,thor +y interpreting his key /ords(6( rasp the a,thors leading propositions +y dealing /ith his .ost i.portant sentences(

7( no/ the a,thors arg,.ents +y *inding the. in or constr,cting the. o,t o* se,ences o* sentences(

( &eter.ine /hich o* his pro+le.s the a,thor has soled# and /hich he has not and as to the latter#

decide /hich o* the pro+le.s the a,thor kne/ he had *ailed to sole(Criticism as a communication of knowledge

A( eneral .ai.s o* intellect,al eti,ette:

!( &o not +egin criticis. ,ntil yo, hae co.pleted yo,r o,tline and interpretation o* the +ook(10( &o not disagree disp,tatio,sly or contentio,sly(

11( &e.onstrate that yo, recogni8e the di**erence +et/een kno/ledge and .ere personal opinion +ypresenting good reasons *or any critical -,dg.ent yo, .ake(9( Special criteria *or points o* criticis.:

12( Sho/ /herein the a,thor is ,nin*or.ed(

13( Sho/ /herein the a,thor is .isin*or.ed(14( Sho/ /herein the a,thor is illogical(

15( Sho/ /herein the a,thors analysis or acco,nt is inco.plete(

So,rces

Adler# M( ( $ )( %an &oren( "1!72'How to Read a Book: The Classic Guide to Intelligent Reading( ;e/ (# ( e.p $ ( ( &ror( "200' [email protected] >he Gse @* ;oteH>aking As An ternal )ognitie Aid For ncreasing

=earning(C 9ritish o,rnal o* d,cational >echnology( &@:10(1111D-(1467H535(200(00!06(( 17 pp(Ro+son# )( "1!3'*aking !ense of ,iscourse: !tud( of Te&tbooks- Reading and Reading ,e+elopment in the First .ear

!i&th( M(A( thesis# Gniersity o* =ondon nstit,te o* d,cation(Rosen+latt# =( "1!!4'# I>he transactional theory o* reading and /riting(I n R(9( R,ddell# M(R( R,ddell# $ B( Singer "eds('#

Theoretical models and processes of reading- /th edition( ;e/ark# &: nternational Reading Association(

Sa.ple a+stracts *ro.:

Rich# S( A( "2012' ?JShe Who reads on Water%7 Religious etaphor in Seafaring Phoenicia,+Vournal of Ancient West !

ast, Hol. 337 34869.

Rich# S( A(# S. W. anning, P. Degryse, E. Hanhaecke ! F. Han Lerberghe. &?I3?' ?Strontium 1sotope ! ree8Ring

Signatures of edrus brevifoliaon yprus.+Vournal of Analytical Atomic Spectrometry &P. Degryse &ed.' special issue,

Archaeometry', Hol. ?7 4Q85IQ.

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Documents

Handout Strategic Reading_Sara Rich