CRITICAL ENGAGEMENT IN ACADEMIC ENGLISH Jaimie Scanlon.

CRITICAL ENGAGEMENT IN ACADEMIC ENGLISH

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Jaimie Scanlon

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Strength Support Safety



Jaimie Scanlon

CRITICALCRITICAL

ENGAGEMENTENGAGEMENT

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http://slitech.files.wordpress.com/2010/06/engaged-students

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Critical Thinking and

Critical Engagement

Critical Thinking and

Critical Engagement

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BLOOM’S TAXONOMY

BLOOM’S TAXONOMY

a. Bloom’s what? Never heard of it.

b. Hmm. . . Rings a bell. I have a vague memory of that.

c. I know it well. It’s like an old friend I’ve been meaning to contact.

d. Are you kidding? It’s practically my life philosophy!

Source: Jessica Pilgreen

http://meandmylaptop.weebly.com/2/post/2012/07/simplified-blooms-taxonomy-visual.html

A few resources:http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomyhttp://d118.org/district/curriculum/initiatives/Blooms-taxonomy.pdf

1SUMMARIZING:

“The Core” of Critical Engagement

John Goshert – Entering the Academic Conversation

Students becomee__ __ __ __ __ __

on the content,

develop skills for explaining information

accurately,

anticipate their owncritical responses,

and gainc_ _ _ _ _ _ _ _ _

to “enter the academic conversation.”


SSS: reading skills, identifying main ideas, supporting info, identifying effective summaries, note-taking and text-marking skills, practice, reported speech, academic vocabulary

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Make it a habit.

2ANALYZING:

Critical Literacy &Information Literacy

Students examine how information is organized in

academic texts,

how to determine the rel __ __ __ __ __ __ __ __

of sources,

and focus onresearch ethics and scholarly

int __ __ __ __ __ __.


SSS: information literacy, compare rhetorical styles, distinguish between points/texts that are well/poorly supported, academic language

Read/Listen with the grain.

Read/Listen against the grain.• Is the information accurate? well-supported?• Where is the author/speaker most convincing?• Which examples and evidence best support the author’s

claims?• Where has the author overlooked other perspectives or

avoided challenges to claims?


Make it a habit.

3EVALUATING:

Focusing on v_ _ _ _ _

Students distinguish between

factsand

o__ __ __ __ __ __ __,

examine content in the context of their own

values and beliefs,

react and respond to ideas; express and s__ __ __ __ __ __ their own opinions.


SSS: materials selection: compelling, current, relevant, targeted work on rhetorical “moves”, supporting opinions, academic language

Read/Listen with the grain.

Read/Listen against the grain.• Where do you agree/disagree, and why?

• How does the author/speaker encourage you to think differently or change your mind about an issue?

“This purposeful summary–response process motivates [students] to break free of simplistic commentary (“I liked it,” “I don’t agree,” and so on) and express [themselves] with meaningful, active participation in an academic conversation.”

John Goshert, Entering the Academic Conversation

Three-column Reading LogQuotation Summary ResponseCritical engagement requires students to go beyond reporting on a text and assume a positionof authority from which they can ask questions, examine details, agree and disagree knowledgably, and provide their responses. Careful, active, critical reading and accuratesummary give them the foundation from which they can respond credibly and fully engage with the text. The engaged response is an opportunity to participate with the source in the academic conversation. (page 109)

Through critical engagement with academic texts, students become authorities and active participants in the academic conversation.

Goshert’s suggested model is intended to empower students. He does not underestimate their potential to become authorities – How do cultural factors and ingrained educational paradigms come into play?


Make it a habit.

4CREATING:

Expanding on ideas and generating new ones

Students learn to takein __ __ __ __ __ __ __ __

to solve problems,

take a__ __ __ __ __ based on what they’ve

learned,

cnd carry learning beyond the classroom into the r__ __ __-w__ __ __ __

context.


SSS: real-world tasks, social responsibility, community involvement, vision

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5ASSUMING A POSITION

OF AUTHORITY :Joining the academic

conversation

Source: The Courage to Teach, Parker Palmer

Take it slow.



Jaimie Scanlon

CRITICAL ENGAGEMENT IN ACADEMIC ENGLISH Jaimie Scanlon.

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