Becoming an Active Reader

Reading critically means being an active rather than a passive reader. Being an active reader means participating in the reading process by taking the time to preview a source and then to read it carefully, highlighting and annotating it. This process will prepare you to discuss the source with others and to respond in writing to what you have read.

Previewing

When you approach an argument for the first time, you preview it, skimming the argument to help you form a general impression of the writer’s position on the issue, the argument’s key supporting points, and the context for the writer’s remarks.

Begin by looking at the title, the first paragraph (which often contains a thesis statement or overview), and the last paragraph (which often includes a concluding statement or a summary of the writer’s key points). Also look at the topic sentences of the essay’s body paragraphs. In addition, note any headings, words set in boldface or italic type, and bulleted or numbered lists in the body of the argument. If the argument includes visuals—charts, tables, graphs, photos, and so on—look at them as well. Finally, if an argument includes a headnote or background on the author or on the text, be sure to read this material. It can help you to understand the context in which the author is writing.

When you have finished previewing the argument, you should have a good general sense of what the writer wants to communicate.

63

Close Reading

Now, you are ready to read through the argument more carefully. As you read, look for words and phrases that help to shape the structure of the argument and signal the arrangement of the writer’s ideas. These words and phrases will help you understand the flow of ideas as well as the content and emphasis of the argument.

COMPREHENSION CLUES

  • Phrases that signal emphasis (the primary reason, the most important problem)

  • Repeated words and phrases

  • Words and phrases that signal addition (also, in addition, furthermore)

  • Words and phrases that signal time sequence (first, after that, next, then, finally)

  • Words and phrases that identify causes and effects (because, as a result, for this reason)

  • Words and phrases that introduce examples (for example, for instance)

  • Words and phrases that signal comparison (likewise, similarly, in the same way)

  • Words and phrases that signal contrast (although, in contrast, on the other hand)

  • Words and phrases that signal contradiction (however, on the contrary)

  • Words and phrases that signal a move from general to specific (in fact, specifically, in other words)

  • Words and phrases that introduce summaries or conclusions (to sum up, in conclusion)