SAETA Refresher Course 2009 English Studies

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The Critical ReadingThe Critical Reading



From the curriculum statement:From the curriculum statement:

Critical Reading is a shared activity Critical Reading is a shared activitybased on short texts chosen by thebased on short texts chosen by theteacher to address a range of textsteacher to address a range of texts

types.types.



A range of text types: A range of text types:

Play script Play script

Diary entryDiary entry

Web site / blogWeb site / blog PosterPoster

CartoonCartoon

Short storyShort story

Narrative extract Narrative extract

Letter to the editorLetter to the editor

SpeechSpeech

A rticle A rticle newspaper / magazinenewspaper / magazine



A ssessment Report 2008:


in the Critical Reading, the most in the Critical Reading, the most successful students were those who drew uponsuccessful students were those who drew upon

the skills of textual analysis they had developed inthe skills of textual analysis they had developed inthe shared texts and applied it to the unseenthe shared texts and applied it to the unseen

passage.passage.



Students should:Students should:

Be familiar with the conventions of different text Be familiar with the conventions of different text typestypes

Read past exam papersRead past exam papers

Use the knowledge gained from the sharedUse the knowledge gained from the sharedstudiesstudies

Read for content Read for content

[[ WH ATWH AT the author is saying ]the author is saying ]

A ND A ND

Read for techniqueRead for technique

[[ HOWHOW the author is saying it]the author is saying it]



From the curriculum statement:From the curriculum statement:

The study should emphasise the students The study should emphasise the students

development of techniques of analysis and theirdevelopment of techniques of analysis and theirability to recognise the authors role inability to recognise the authors role inconstructing the text. They will compare textsconstructing the text. They will compare textsto increase their understanding of the craft of to increase their understanding of the craft of

the author.the author.



A ssessment Report 2008: A ssessment Report 2008:

Discussing the text using terminology appropriate Discussing the text using terminology appropriateto the text type was crucial to each studentsto the text type was crucial to each studentssuccess in this section of the paper.success in this section of the paper.



Students should / could:Students should / could:

Learn to identify the structures and features of aLearn to identify the structures and features of a

range of text typesrange of text types Create a text construction piece Create a text construction piece

( In the style of . )( In the style of . )

Be careful not to expect a certain text Be careful not to expect a certain text typetype





It is essential that students understand the It is essential that students understand theimperative of addressing the requirements of theimperative of addressing the requirements of thequestion they choose in each section of thequestion they choose in each section of theexamination.examination.



Students should:Students should: Be familiar with the requirements of the key words of Be familiar with the requirements of the key words of

the questionthe question

What What

WhyWhy }} A nalysis of content A nalysis of content

WhereWhere

HowHow }} A nalysis of techniques A nalysis of techniquesThe waysThe ways

Make sure the fulfil the taskMake sure the fulfil the task





While most students were able to identify the While most students were able to identify the

techniques used by the author, not all were thentechniques used by the author, not all were thenable to connect these devices to the explorationable to connect these devices to the explorationof the power of literature. of the power of literature.

qu. dqu. d

What techniques does the author use to showWhat techniques does the author use to showthe power of literature?the power of literature?




The quality of answers presented was often The quality of answers presented was often

determined by the number of examples whichdetermined by the number of examples whichstudents chose to include and the depth tostudents chose to include and the depth towhich they analysed the effectiveness of thewhich they analysed the effectiveness of thetechniques.techniques.

Discuss the effect of the techniqueDiscuss the effect of the technique

Link the technique to the question focusLink the technique to the question focus




The tendency of some students to quote The tendency of some students to quoteexcessively was still apparent in the more limitedexcessively was still apparent in the more limitedresponses.responses.



Students should:Students should:

A nswer the questions in their A nswer the questions in their own wordsown words

A void over A void over quoting quoting

Support points with a few select phrasesSupport points with a few select phrases

Embed quotations in the point they are makingEmbed quotations in the point they are making

Explain the relevance of quotationsExplain the relevance of quotations



7 CRITICAL

READING

STRATEGIES



1.Previewing-Learning

about a text before really

reading it.

2.Contextualizing- Placing a

text in its historical,biographical, and cultural

contexts.



3.Questioning to understand

and remember: A sking

questions about the content.

4.Reflecting on challenges

to your beliefs and values:Examining your personal

responses



5.Outlining and summarizing:

Identifying the main ideas and

restating them in your own words.

6. Evaluating an argument:

Testing the logic of a text as well

as its credibility and emotional

impact.



7. Comparing and contrasting related

readings: Exploring likenesses and

differences between texts to understand

them better.



Critical Reading Exercise

In this exercise, you will see a number of quotations from different "interest groups" or

"lobbies". A lobby or interest group is a group of

people who have a common interest and who

work together to publicize and promote their

point of view. Your task in this exercise is to

identify which group each quotation comes from



The forestry industry: The Forestry industry makes

money from cutting down trees, therefore they want

to continue to cut trees, and they want to discourage

any alternative ways of producing pulp and paper.

The environmentalists:

The environmental lobby want to protect the

forests against logging companies, so they

would like to show how destructive logging is,and how valuable the forests are.



The hemp farming lobby:

The hemp farmers would like the fibre hemp plant to be

legal so that they can grow it.They want to show how useful

it is for making paper and other products, and they would

like people to understand the difference between the

marijuana plant and the fibre hemp plant.

The marijuana legalization lobby:

These people would like marijuana to be legal. They are

interested in linking the fibre hemp plant with marijuana,

because they think it may be possible to legalize BOTH kinds of

plant. They want to show how useful industrial hemp is, and at

the same time, they want to convince people that marijuana isharmless.



The Canadian government:

The Canadian government has just legalized industrial hemp, but

they want to keep marijuana illegal, so they want to show that it is

dangerous. They also get lots of taxes from the forestry industry, sothey do not want to restrict logging too much.

1."The rainforests are quite simply the richest,

oldest, most productive and most complex

ecosystems on Earth."

a) the forestry industry

b) the environmentalists

c) the hemp farming lobby

d) the marijuana legalization lobby

ANSWER: B



3."Each year, forest fires destroy more forests than are used

for making pulp and paper."

A.) the environmentalistsB.) the Canadian government

C.) the hemp farming lobby

D.) the forestry industry

ANSWER: DThe forestry industry would like to show that its logging

practices are actually less destructive than natural

processes



"67% of the fibre used to make Canadian pulp and

paper comes from sawmill residue and recovered

paper that used to be disposed of in landfills."

A.) the environmentalists

B.) the hemp farming lobby

C.) the forestry industry

D.) the marijuana legalization lobby

ANSWER:C

The forestry industry would like to convince us that they

are doing lots of recycling instead of cutting down trees

SAETA Refresher Course 2009 English Studies

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