Describes a method used to help introductory college sociology students explore the range of sociological literature and become acquainted with the works of current scholars. Students read a number of journal articles and wrote critiques of six of them in the form of letters to their parents. (Author/AM)

Suggests a method for teaching students how to mark up literary texts, as well as other texts in order to develop an intimate acquaintance with literature. (DD)

Encourages the study of critical and textual variations in order to raise students' awareness of how cultural and literary assumptions influence their reading and to show students how their understanding of a work can be altered by subtle variations. (DD)

Describes an assignment in which composition students explain how the elements in a magazine advertisement contribute to its overall strategy. Indicates that the assignment fosters students' critical judgment and audience awareness. (TJ)

Suggests that literary study should employ student creative writing as a transition into expository critical writings and discussion of literary works. (DD)

Describes a newsreading program designed for journalism students in a reporting class. (HOD)

Using primary sources in literature classrooms--getting students to examine authors' manuscripts, notebooks, and letters--helps students to develop critical methods and analytic skills for questioning literature's minute particulars. (RL)

Presents a rationale for instruction in critical reading (i.e., using a questioning attitude, logical analysis, and inference to judge the worth of what is read). Discuss factors involved in critical reading, including previous thinking, attitudes/prejudices, topical knowledge, and knowledge of critical reading skills. (DMM)

Contends that teaching students to read is the same as teaching historical interpretation. Provides a framework for teaching historical interpretation through a case study of books concerning Thomas Jefferson and his alleged illegitimate children. Identifies motives governing academic writing. Provides an analytical framework for historical…

This book emphasizes the role of critical thinking and reading skills in the development of persuasive writing. The book also introduces several different methods to teach argument (for example, those of Aristotle, Stephen Toulmin, and Carl Rogers) as a way of giving students the freedom to find the systems that work best for them and to find ways…

Describes a college composition course in which the class read and evaluated newspaper articles from the "Atlanta Journal-Constitution" as it critically addressed the operations of subtexts, genres, target readers, and class interests. (JD)

Presents and discusses a descriptive paragraph useful for teaching composition students how rhetorical fragments work in writing and why sentence fragments do not. (HTH)

Describes an exercise in analyzing an editorial which illustrates linguistic principles. (DD)

Advocates getting students to adopt a questioning approach to all writing, concentrating on writing effectiveness. Suggests some assignments that should develop such critical thinking skills. (RL)

Intended for teachers, this monograph encourages readers to consider the notion that thinking critically is a matter of reading signs, that it is the function of signs that makes reflective thinking possible. The book contains the following chapters: (1) "Beyond a Literal Reading"; (2) "Current Thinking on Critical Thinking";…