Every educator understands the importance of teaching students how to read critically. Even the best teachers, however, find it challenging to translate their own learned critical reading practices into explicit strategies for their students. Critical Reading Across the Curriculum: Humanities, Volume 1 presents exceptional insight into what educators require to facilitate critical and creative thinking skills. Written by scholar-educators from across the humanities, each of the thirteen essays in this volume describes strategies educators have successfully executed to develop critical reading…mehr
Every educator understands the importance of teaching students how to read critically. Even the best teachers, however, find it challenging to translate their own learned critical reading practices into explicit strategies for their students. Critical Reading Across the Curriculum: Humanities, Volume 1 presents exceptional insight into what educators require to facilitate critical and creative thinking skills. Written by scholar-educators from across the humanities, each of the thirteen essays in this volume describes strategies educators have successfully executed to develop critical reading skills in students studying the humanities. These include ways to help students: * focus * actively re-read and reflect, to re-think, and re-consider * understand the close relationship between reading and writing * become cognizant of the critical importance of context in critical reading and of making contextual connections * learn to ask the right questions in critical reading and reasoning * appreciate reading as dialogue, debate, and engaged conversation In addition, teachers will find an abundance of innovative exercises and activities encouraging students to practice their critical reading skills. These can easily be adapted for and applied across many disciplines and course curricula in the humanities. The lifelong benefits of strong critical reading skills are undeniable. Students with properly developed critical reading skills are confident learners with an enriched understanding of the world around them. They advance academically and are prepared for college success. This book arms educators (librarians, high school teachers, university lecturers, and beyond) with the tools to teach a most paramount lesson.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Robert DiYanni is an adjunct professor of humanities and an instructional consultant at the Center for the Advancement of Teaching at New York University. In these capacities he teaches courses on critical thinking, interdisciplinary humanities, commerce and culture, and business and its publics, and conducts workshops and consultations with faculty throughout the university on aspects of pedagogical practice. Before coming to NYU, Dr. DiYanni taught at Queens College and Pace University and as a visiting professor at Harvard. He also served, for ten years, as Director of International Services at The College Board.
Inhaltsangabe
Notes on contributors ix Preface xiii Acknowledgments xvii Part I Frameworks and Approaches 1 1 Reading Responsively, Reading Responsibly: An Approach to Critical Reading 3 Robert DiYanni Being Critical 4 Responsible Reading, Responsive Reading 6 A Framework for Critical Reading 7 Demonstration - E. B. White on the Moonwalk 12 Application - Lincoln's Gettysburg Address 17 Reflective Reading - Reading and Living 21 References 23 2 Reciprocal Acts: Reading and Writing 24 Pat C. Hoy ii AStoryofNecessity 24 Acts of Conception 25 Working from Images 26 Remembering Spontaneity 31 Getting More Systematic 34 Merging What and How 41 Writing as Representation, Writing as Composition 47 References 48 3 A Shared Horizon: Critical Reading and Digital Natives 49 Anton Borst Critically Reading the Digital Native 51 Responding to the Digital Native 53 A Shared Horizon 55 Devices, Screens, and Digital Native Reading Practices 56 Conclusion 59 References 60 Part II Critical Reading in the Disciplines 63 4 Critical Reading and Thinking: Rhetoric and Reality 65 Lawrence Scanlon Rhetorical Challenges 67 Ways of Reading 70 Logos, Ethos, Pathos 70 Demonstration: Annotating a Speech 71 Everything's an Argument: No It's Not! Yes It Is! 74 A Suite of Exercises 77 Conclusion 81 Notes 82 References 82 5 The Community of Literature: Teaching Critical Reading and Creative Reflection 85 Adrian Barlow Ways of Reading 85 Textual Conversations - Critical Dialogue 88 Re-reading and Creative Reflection 91 Demonstration - Hardy's "In a Museum" 93 Broadening Context 95 Application - Middlemarch, Chapter XXIX 96 Contemporary Contexts 99 Notes 102 References 102 6 Approaching Intellectual Emancipation: Critical Reading in Art, Art History, and Wikipedia 104 Amy K. Hamlin Reconsidering Wikipedia 104 Reading Art: The Visual Analysis 109 Reading Art History: The Annotated Bibliography 113 Reading Wikipedia: The Comparative Analysis 119 Chain Reactions 121 Notes 121 References 122 7 Teaching Critical Reading of Historical Texts 123 Michael Hogan Basic Matters 123 Challenges for Teachers 124 Three Kinds of Reading 125 Selecting Historical Documents for Analysis 126 Marking and Preparing Historical Documents 128 Reading Abraham Lincoln's House Resolutions December 22, 1847 131 Reading Martin Luther King, Jr.'s Speech Opposing the Vietnam War 136 Conclusion 138 Some Useful Sources for Critical Reading in History 139 References 140 8 Philosophy and the Practice of Questioning 141 Matt Statler Questioning Toward Truth 141 How Do We Come to Know Anything at All? 142 Toward Practical Wisdom 149 So What? The Effects of Reading Philosophy Critically 155 Notes 156 References 157 9 Engaging Religious Texts 158 Thomas Petriano "Pay Attention!" 158 Reading as an Embodied and Dialogic Act 159 Insights from the Religions 161 The Three Worlds of Religious Texts 166 Practices for Engaging Religious and Theological Texts 168 Conclusion 171 References 172 10 Gender Studies as a Model for Critical Reading 174 Pamela Burger Gender Studies and Critical Reading 175 Deconstructing Gender 177 Documentary Project 178 Staging the Documentary Project 180 Aesthetic Distance and Ironic Images of Gender 183 Melanie Pullen's High Fashion Crime Scenes and Cindy Sherman's Centerfolds, 1981185 References 189 11 Reading and Teaching Films 190 William V. Costanzo Personal Response 191 Analyzing Story 192 Basic Film Terms 194 Formal Analysis 197 Genre Analysis 199 Cultural Analysis 201 Historical Analysis 203 Representation in Film 205 Film Theory 205 Exercises 206 References 209 12 Thinking Through Drama 210 Louis Scheeder Drama and Argument 210 The Classical Studio 214 The Structure of Verse 215 Following the Verse 217 Exercises 220 Conclusion 221 References 222 13 Approaches to Reading and Teaching Pop Songs 223 Thomas M. Kitts Popular Music and Its Contexts 223 Reading a Pop Song 224 Writing about Music 228 Critical Reading: Theodor Adorno's Criticism of Pop Music 231 Socially Conscious Music 232 Additional Writing Assignments 235 Conclusion 236 References 237 Index 239
Notes on contributors ix Preface xiii Acknowledgments xvii Part I Frameworks and Approaches 1 1 Reading Responsively, Reading Responsibly: An Approach to Critical Reading 3 Robert DiYanni Being Critical 4 Responsible Reading, Responsive Reading 6 A Framework for Critical Reading 7 Demonstration - E. B. White on the Moonwalk 12 Application - Lincoln's Gettysburg Address 17 Reflective Reading - Reading and Living 21 References 23 2 Reciprocal Acts: Reading and Writing 24 Pat C. Hoy ii AStoryofNecessity 24 Acts of Conception 25 Working from Images 26 Remembering Spontaneity 31 Getting More Systematic 34 Merging What and How 41 Writing as Representation, Writing as Composition 47 References 48 3 A Shared Horizon: Critical Reading and Digital Natives 49 Anton Borst Critically Reading the Digital Native 51 Responding to the Digital Native 53 A Shared Horizon 55 Devices, Screens, and Digital Native Reading Practices 56 Conclusion 59 References 60 Part II Critical Reading in the Disciplines 63 4 Critical Reading and Thinking: Rhetoric and Reality 65 Lawrence Scanlon Rhetorical Challenges 67 Ways of Reading 70 Logos, Ethos, Pathos 70 Demonstration: Annotating a Speech 71 Everything's an Argument: No It's Not! Yes It Is! 74 A Suite of Exercises 77 Conclusion 81 Notes 82 References 82 5 The Community of Literature: Teaching Critical Reading and Creative Reflection 85 Adrian Barlow Ways of Reading 85 Textual Conversations - Critical Dialogue 88 Re-reading and Creative Reflection 91 Demonstration - Hardy's "In a Museum" 93 Broadening Context 95 Application - Middlemarch, Chapter XXIX 96 Contemporary Contexts 99 Notes 102 References 102 6 Approaching Intellectual Emancipation: Critical Reading in Art, Art History, and Wikipedia 104 Amy K. Hamlin Reconsidering Wikipedia 104 Reading Art: The Visual Analysis 109 Reading Art History: The Annotated Bibliography 113 Reading Wikipedia: The Comparative Analysis 119 Chain Reactions 121 Notes 121 References 122 7 Teaching Critical Reading of Historical Texts 123 Michael Hogan Basic Matters 123 Challenges for Teachers 124 Three Kinds of Reading 125 Selecting Historical Documents for Analysis 126 Marking and Preparing Historical Documents 128 Reading Abraham Lincoln's House Resolutions December 22, 1847 131 Reading Martin Luther King, Jr.'s Speech Opposing the Vietnam War 136 Conclusion 138 Some Useful Sources for Critical Reading in History 139 References 140 8 Philosophy and the Practice of Questioning 141 Matt Statler Questioning Toward Truth 141 How Do We Come to Know Anything at All? 142 Toward Practical Wisdom 149 So What? The Effects of Reading Philosophy Critically 155 Notes 156 References 157 9 Engaging Religious Texts 158 Thomas Petriano "Pay Attention!" 158 Reading as an Embodied and Dialogic Act 159 Insights from the Religions 161 The Three Worlds of Religious Texts 166 Practices for Engaging Religious and Theological Texts 168 Conclusion 171 References 172 10 Gender Studies as a Model for Critical Reading 174 Pamela Burger Gender Studies and Critical Reading 175 Deconstructing Gender 177 Documentary Project 178 Staging the Documentary Project 180 Aesthetic Distance and Ironic Images of Gender 183 Melanie Pullen's High Fashion Crime Scenes and Cindy Sherman's Centerfolds, 1981185 References 189 11 Reading and Teaching Films 190 William V. Costanzo Personal Response 191 Analyzing Story 192 Basic Film Terms 194 Formal Analysis 197 Genre Analysis 199 Cultural Analysis 201 Historical Analysis 203 Representation in Film 205 Film Theory 205 Exercises 206 References 209 12 Thinking Through Drama 210 Louis Scheeder Drama and Argument 210 The Classical Studio 214 The Structure of Verse 215 Following the Verse 217 Exercises 220 Conclusion 221 References 222 13 Approaches to Reading and Teaching Pop Songs 223 Thomas M. Kitts Popular Music and Its Contexts 223 Reading a Pop Song 224 Writing about Music 228 Critical Reading: Theodor Adorno's Criticism of Pop Music 231 Socially Conscious Music 232 Additional Writing Assignments 235 Conclusion 236 References 237 Index 239
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