HOW TO READ A PARAGRAPH

(Critical Book Review)

Arranged By:
Name : Fimel Rospintar Iman Larosa
NIM : 202108028
Class : B/Semester 1
Courses : Intermediate Reading

Lecturer :
OKTRIANI TELAUMBANUA, M.Pd

Institute Of Teacher Training And Education Of Gunungsitoli Faculty Of

Education Of Languages And Arts English Education Study Program
2020/2021
 PREFACE

I praised and thank God for the almight God because his blessing and love for all of
us. so that I can complete a review or critique of a book with title How To Read A Paragrapg
In this explanation, I include a few detailed explanations about the Summary or the important
of this book. And I have insert the strengths and the weakness of a book.

I’m aware, that in making this Critical Book Review (CBR) Intermediate Reading so
many things that are not relevant to the wishes of the reader or the general public and may be
in making this critical, there are some wrong or mistakes. And the writer hope so that we can
understanding it. Hopefully by making this Critical Book Riview able to be a medium to
increase literacy power to the audiences in knowing, predicting, and applying speaking and
reading in life and I hope it’s so usefull for all of us. Thank you. Ya’ahowu.

Gunungsitoli, mey 18-2021

Reviewer,

Fimel Rospintar Iman Larosa

 BOOK IDENTITY

Book tittle : How To Read A Paragraph

Author : Dr. Richard Paul and Dr. Linda Elder

Publisher : Foundation for Critical Thinking Press

Publication year : 2008

City : New York

Thick Book : 68 page

ISBN : ISBN 978-0-944583-21-0

Link of the Book: www.criticalthinking.org

 CHAPTER I
SUMMARY
Reading For a Purpose
Skilled readers do not read blindly, but purposely. They have an agenda, goal, or
objective. Some of the various purposes for reading include:
1. Sheer pleasure: requires no particular skill level.
2. To figure out a simple idea: which may require skimming the text.
3. To gain specific technical information: skimming skills required.
4. To enter, understand, and appreciate a new world view: requires close reading
5. Skills in working through a challenging series of tasks that stretch our minds.

Considering the Author’s Purpose

In addition to being clear about our own purpose in reading, we must also be clear
about the author’s purpose in writing. Both are relevant. Consider the following agendas.
Think about what adjustments you would make in your reading given the differing purposes
of these writers:
1. Politicians and their media advisors developing political campaign literature;
2. Newspaper editors deciding which stories their readers would be most interested in and
how to tell the story to maintain that interest;
3. Advertisers working with media consultants while writing copy for advertisements
(tosell a product or service);
4. Achemist writing a laboratory report;
5. Anovelist writing a novel;
6. Apoet writing a poem;
7. Astudent writing a research report.

Developing a “Map” of Knowledge

All knowledge exists in “systems” of meanings, with interrelated
 Primary ideas,
 Secondary ideas, and
 Peripheral ideas.
Reading Relectively
The reflective mind seeks meaning, monitors what is being said from paragraph to
paragraph, draws a clear distinction between the thinking of an author and its own thinking.
The reflective mind, being purposeful, adjusts reading to specific goals. Being integrated, it
interrelates ideas in the text with ideas it already commands. Being critical, it assesses what it
reads for clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and
fairness.

Elements of Thought
1. Point of View frame of reference, perspective, orientation, world view
2. Implications and Consequences that which follows logically, results
3. Assumptions presuppositions, axioms, what is taken for granted
4. Concepts theories, de!nitions, laws, principles, models
5. Interpretation and Inference conclusions, solutions
6. Informationdata, facts, evidence, observations, experiences, reasons
7. Question at Issue problem, issue
8. Purpose goal, objective, function

Five Levels of Close Reading

1. First Level: Paraphrasing. Paraphrasing the Text Sentence by Sentence

2. Second Level: Explicating. Explicating the Thesis of a Paragraph
 State the main point of the paragraph in one or two sentences.
 Then elaborate on what you have paraphrased (“In other words,…”).
 Give examples of the meaning by tying it to concrete situations in the real world.(For
example,…)
 Generate metaphors, analogies, pictures, or diagrams of the basic thesis to connect it
to other meanings you already understand.
3. Third Level: Analysis. Analyzing the Logic of What We Are Reading
4. Fourth Level: Evaluation. Assessing the Logic of What We Are Reading. Such as clarity,
precision, accuracy, relevance, significance, depth, breadth, logic, and fairness.
5. Fifth Level: Role-Playing. Speaking In the Voice of an Author
.
How to Read a Sentence

Reading a sentence consists, first of all, in finding a way to state what the sentence
says so we can think the thought the sentence expresses. An important part of reading with
discipline is to connect sentences to the broader context within which they are located, to see
how they fit within the written piece.
 How a sentence conect in another sentence in the text?
 How does this sentence relate to organizing idea of this text?

Learn how to read

The news critically, you can begin with our guide entitled How to Detect Media Bias &
Propaganda. It focuses on how to:

 Interpret events from the perspective of multiple views.

 Find multiple sources of thought and information, not simply those of the mass media.
 Identify the viewpoints embedded in news stories.
 Mentally re-write (reconstruct) news stories through awareness of how stories are told
from multiple perspectives.
 Assess news stories for their clarity, accuracy, relevance, depth, breadth, and
significance.
 Identify contradictions and inconsistencies in the news (often in the same story).
 Identify the agenda and interests served by a story.
 Identify the facts covered and the facts ignored in a news story.
 Identify the points of view systematically presented in a favorable light and those
presented in an unfavorable light.
 CHAPTER II
REVIEW

A. The Advantages and the Weakness of the Book

1. The advantages of the book

One of the highlights of this book is the cover design that looks attractive, because it
has written several sentences about the identity of the book and its author. This book is very
interesting, if used, understood and read well by students. Because in it there are some
important points that can help us understand how to read a paragraph properly and correctly.
Accompanied by the steps that must be done, and not just reading but finding the main point
in the paragraph. This book does not only contain material. However, it contains many
examples of reading texts. Which can be used to train students' abilities in understanding a
written meaning in a reading text. Besides that, this book has included several practice
questions for students, which function to directly apply these sounds in their daily lives. The
identity of this book is complete, so that students can easily recognize it and also this book
has charts, which help explain the material presented in detail so that it is easy to understand.

2. The weakness of the book

 One of the weaknesses in the book is that the writing in the book is not neatly
arranged.
 CHAPTER III
CLOSING
1. CONCLUSION

Skilled readers do not read blindly, but purposely. They have an agenda, goal, or
objective. Some of the various purposes for reading include: Sheer pleasure, to figure out a
simple idea, to gain specific technical information: skimming skills required, to enter,
understand, and appreciate a new world view, and skills in working through a challenging
series of tasks that stretch our minds. There are some Elements of Thought such as: point of
View frame of reference, perspective, orientation, world view, implications and
Consequences that which follows logically, results, assumptions presuppositions, axioms,
what is taken for granted concepts theories, de!nitions, laws, principles, models,
interpretation and Inference conclusions, solutions, informationdata, facts, evidence,
observations, experiences, reasons, question at Issue problem, issue, and purpose goal,
objective, also function.

2. Suggestion

This book is very good, and easy to undestand. But however but as a suggestion from
me It would be nice if in publishing books, writers pay more attention to the structure of
writing a book that is good and correct. So as not to look chaotic.