Critical reading: Overview of the initial steps in the process

In the blog this week, we will first define what is meant by critical reading and then explore the initial steps in the process of applying a practical strategy to academic texts. Once again, this is a basic introduction to the topic and our readers will need to research this further.

What is critical reading?

Critical reading is much more than reading carefully. Critical reading involves an active reflective exchange with the author before, during, and after reading the text. This is achieved by developing the ability to construct questions that seek to critically evaluate key aspects of a text, rather than passively accepting and recording information presented by the author that defines reading for comprehension. In particular, the main line of argument, the assumptions, evidence, and conclusions provided by the author need to be constantly challenged.

Critical thinking is what you do when you are engaged in critical reading. This involves developing the habit of continuously thinking what, why, and how while you are reading a text.

The critical reading process

1) First, think carefully about the purpose for reading the text.

• Are you looking for information, main ideas, arguments, evidence, or a detailed analysis of an issue?

• How will you use this text? For discussion purposes, a presentation, or writing?

2) Then, gain an overview of the context and content of the reading.

• What does the title mean?

• What can you predict about the text from the title, abstract, thesis, and sub-headings?

• When was the article written? Who published and/or funded the text? Who is the intended audience?

3) Next, what are the main ideas, position, and argument?

• What are the main ideas included in the text?

• Are any significant examples provided?

• What evidence does the writer offer in support of the arguments?

• What is the nature of the supporting evidence? For example, is it based on primary research, ethical considerations, conventional knowledge, a literature review, or anecdotes?

• How convincing is the evidence? Have you read or heard anything on this topic that confirms or challenges the evidence?

4) After this, what is the focus of the text?

• Do you think the arguments are important and/or relevant?

• What other viewpoints does the writer include about the topic?

• Can you think of any additional arguments and/or counterarguments?

• What is your own opinion?

5) Finally, how effective is the article in terms of your assigned task?

• What are the strengths of the article?

• What are the weaknesses?

• Is it difficult to read and understand? If so, why? If not, why not?

• Were you able to follow the argument?

• In what ways do the structure and the overall organisation guide you and help you follow the writer’s purpose?

In the blog next week, we will move on to a new short series exploring key issues in the process of summarising academic texts commencing with examples effective note-making.

---

Question 1

How does this approach to critical reading differ from reading for comprehension?

Question 2

To what extent might some overseas students find this process initially challenging?

Question 3

What is the importance of active note-making when critically reading academic texts?

---

In the blog next week, we shall explore the importance of Question 3.