Suggests the technique of set diagraming, used for reviewing the rhetoric of an argument, as a method for helping students critically analyze arguments in their reading. (SJL)

Examines the nature of comprehension from a linguist's, researcher's and teacher's perspectives. Suggests teaching inferential comprehension keeping the reader's experience in mind. (MKM)

Describes how to adapt a film study technique (Richard Lacey's image sound skim) to literary study (the image or scene skim) to develop students' skill in perceptive reading. (DD)

Suggests techniques for improving students' ability to grasp the main idea in what they read and to form conclusions based on their reading. Brainstorming, outlining, questioning, and paraphrasing are some of the methods recommended. (Author/SJL)

Suggests teaching a unit on propaganda in high school journalism classes to help students be more critical of what they read and see. (TJ)

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)

Offers a handout for helping remedial, unmotivated readers to become more critical readers. (JT)

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 seven value clarification exercises based on situations in basal reading series in which characters could have acted, thought, or felt differently. (MKM)

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)

Explains the prerequisites involved in learning critical reading skills and describes some classroom lessons and activities that can build these abilities with all types of adolescent students. (MAI)