Reading And Response Guidelines When A Reading Is Ass 911698
Reading And Response Guidelines When A Reading Is Assigned And Disc
When a reading is assigned and discussions/questions are to be answered, the following information will assist the student in both reading and responding to the reading and its questions.
Reading: Read the assigned piece twice. The first reading should be simply for enjoyment, treating it as a non-assignement pleasure reading. The second time, annotate through note-taking, highlighting, and making margin notes. Reading the questions beforehand may reduce enjoyment and may lead to superficial answers lacking personal insight.
Responding: Create a response with two minimum parts: First, share your personal thoughts about the question(s). Second, support these thoughts with textual evidence, including direct quotes, references to sections, or lines with page and/or line numbers. Quotes should be integrated within your response, not presented separately. The response should be cohesive and essay-like, with the personal thoughts and textual evidence woven together.
There is no word limit; responses are graded on quality, emphasis on personal insight, and thoughtful engagement rather than length. The goal is to reflect your understanding and interpretation, as there are rarely right or wrong answers. Personal thoughts and subjective perspectives are valued.
Paper For Above instruction
In the process of engaging with assigned readings, cultivating a thorough understanding requires a structured approach both in reading and in response construction. The guidelines emphasize a dual-pass reading strategy: initially reading for enjoyment, allowing oneself to absorb the text without the pressure of answering questions, and subsequently rereading with active annotation to deepen comprehension and identify key points. This approach balances engagement and analysis, fostering a personal connection to the material which enhances interpretative depth.
When crafting responses, a deliberate two-part format ensures that personal insights are clearly articulated while being firmly supported by textual evidence. The personal thoughts must reveal how the reader perceives, questions, or relates to the material, demonstrating an active internal dialogue with the text. These reflections are intertwined with directly cited material, including quotes, line references, or page numbers, which serve as concrete proof of engagement and understanding.
The importance of coherence cannot be overstated. Responses should seamlessly integrate personal commentary with textual support, forming an essay-like structure that reflects critical thinking and interpretative clarity. Despite the absence of strict length requirements, quality is prioritized, encouraging detailed, meaningful insights. This method promotes genuine engagement, fostering critical reading skills and a deeper appreciation of literature and academic texts alike.
Overall, the methodology outlined promotes active reading habits and thoughtful response preparation, essential skills in academic success. The emphasis on reflection, support, and cohesion aligns with best practices in literary and scholarly analysis, preparing students to engage meaningfully with challenging texts across disciplines.
References
- Baldick, C. (2008). The Oxford Dictionary of Literary Terms. Oxford University Press.
- Barry, P. (2017). Beginning Theory: An Introduction to Literary and Cultural Theory. Routledge.
- Fichman, M. (1989). Understanding Literature: An Introduction to Reading and Writing. St. Martin's Press.
- Gibaldi, J. (2009). MLA Handbook for Writers of Research Papers. 7th Edition. Modern Language Association of America.
- Hart, C. (2014). Doing a Literature Review: Releasing the Research Imagination. SAGE Publications.
- Krashen, S. (2004). The Power of Reading: Insights from the Research. Libraries Unlimited.
- Leavis, F. R. (1930). New Bearings in English Poetry. Chatto & Windus.
- Rosenblatt, L. M. (1998). Literature as Exploration. Heinemann.
- Wallace, M. (2008). Critical Reading and Writing. Routledge.
- Widdowson, H. G. (1979). Literature and Language Teaching. Oxford University Press.