ways of reading:

believe, question, doubt, change

There are, of course, many, many ways of reading academic work. Here are some that have proven useful. I have put some of these in the context of our work in narrative theory and literacy studies, but you could, of course change their focus for any area of study. You wont want to respond to all the questions for every piece you read, but consider choosing some from each of the three categories so that you get different perspectives on any particular text.

Believing (with thanks to Peter Elbow)

What does the author hope to accomplish, argue, and/or explore? Why does the author consider this project important? To whom is the author writing? What main points does the author make in the course of her/his argument? Does and sentence or the paragraph in this piece stand out as a key to the argument? Why is it so important? To what other conversations does this argument relate/connect? What claims does the author make, and what evidence does he or she offer in support of those claims? What definitions of key terms (e.g., literacy) are implicitly or explicitly present in this text? What personal and community consequences might follow from these definitions of key terms? Put another way, how might these definitions make a difference, and for whom? What might I add to this argument? Does it conflict or correlate with my experience, knowledge, and beliefs? What questions would I like to ask the author? On what specific points might I argue with her/him? Where in this piece do I want to talk back to the author (e.g., point out a flaw in his/her reasoning, present conflicting evidence)? Why? What do I want to say? Do I have experience, knowledge, or beliefs that run counter to the claims of this piece? If so what are they? Where do they come from? What important element does the author leave out of this argument?

Questioning (with thanks to David Bloome)

Doubting (with thanks to the academy)

Change (with thanks to ancient rhetoric. . . .)

How has the authors argument changed what I hold to be true or accurate? How has the authors argument changed what I value? How has the authors argument changed my actions or intentions to act?

Adapted from a rubric originally developed by Prof. Cynthia L. Selfe