Reading Critically for a Purpose Chapter Notes | AP Research – AP Students - Grade 11 PDF Download

Introduction

This chapter emphasizes the importance of critical reading skills in AP Research, building on techniques learned in AP Seminar. Critical reading involves actively engaging with texts to understand their main ideas, structure, and potential weaknesses, rather than accepting them at face value. The chapter outlines strategies for previewing and prioritizing texts, as well as making meaning through active reading techniques. These skills help students efficiently navigate scholarly articles and other sources, ensuring accurate interpretation and effective use in their research projects.

What is Reading Critically?

• Critical reading, as defined by the College Board, involves closely analyzing a text to identify:
  • Main idea
  • Tone
  • Assumptions
  • Context
  • Perspective
  • Line of reasoning
  • Evidence used
• It requires examining the text’s structure, context, and potential weaknesses, rather than accepting it at face value.
• Critical reading does not necessitate disagreeing with the text; it focuses on thorough understanding.
• Critical reading is synonymous with active reading, which involves reading with a specific purpose to stay engaged and efficient.
• Active reading helps make sense of complex texts, especially dry academic articles, and streamlines the research process.
• Skills from AP Seminar’s analysis techniques are applicable, and students can refer to AP Seminar Big Idea Guides for a refresher.

Research Tip: You don’t have to disagree with a text to engage in critical thinking.

Critical Reading Skills

Preview and Prioritize

Previewing and prioritizing (P&P) involves interacting with a text multiple times to understand it without needing to grasp everything on the first read.

Four strategies for previewing and prioritizing:

1. Scanning:
   • Quickly reading to get a general sense of content and main points.
   • Focus on headings, subheadings, and key terms to assess relevance.
   • Helps determine if an article is suitable for your research, saving time and energy.
   • Provides foresight into the text’s direction, aiding closer reading later.
   • Scholarly papers often include an abstract, a brief summary at the start, to quickly gauge relevance.
2. Skimming:
   • A more detailed form of scanning, such as reading the first sentence of each paragraph.
   • Involves reading specifically to find particular information (e.g., the date of the first study on social media for a mental health research project).
   • It’s acceptable to not read every source in its entirety, as long as you avoid misrepresenting the text.
3. Questioning:
   • Writing down questions based on the text or challenging its gaps or arguments in your notes.
   • Done during careful reading, not skimming or scanning.
   • Keeps you engaged by requiring active thinking.
   • Identifies potential research gaps for your project or logical weaknesses in the author’s argument.
   • Reveals your interests (e.g., historical questions about a scientific topic may suggest a historical research focus).
4. Rereading:
   • Reading the text or parts of it multiple times to deepen understanding.
   • Used after scanning, skimming, or questioning to revisit relevant sections.
   • Time-consuming but essential for thorough comprehension.

Research Tip: As indicated by these strategies, it is perfectly acceptable not to read everything in its entirety! Just ensure you read enough to avoid misrepresenting the texts you utilize. Aim to read at least the abstract of all sources cited in your final research paper.

Making Meaning

Making meaning involves interpreting the text to make it understandable and relevant to your research.

Four strategies for making meaning:

1. Annotating:
   • Writing directly on the text, such as highlighting passages, underlining key words, or noting questions in the margins.
   • Enhances understanding and speeds up navigation when revisiting the text.
   • Example: Summarizing each paragraph in the margins to quickly locate specific sections later.
2. Note-Taking:
   • Taking separate notes (paper or digital) from the text.
   • Tools like Evernote or GoodNotes help organize notes; a Word document is also effective.
   • Keep notes organized to simplify referencing later.
3. Highlighting:
   • Marking important passages, either on paper or digitally, to distinguish key text.
   • Example: Highlight claims in one color and evidence in another for clarity.
4. Reading Aloud:
   • Vocalizing the text to engage both visual and auditory senses, improving comprehension.
   • Particularly effective for difficult passages.

Research Tip: Not all strategies work for everyone; experiment to find the most effective methods for you.

What Are We Reading For?

• The main idea:  What is the author’s primary argument? You can analyze the main idea of the entire text, a section, or a specific passage. Typically, the main idea is found in the  thesis statement or the claim  made throughout the text. Although the thesis statement can be elusive, the claim of a paragraph often appears in the first sentence.
• Tone:  This refers to the author’s attitude towards their subject. Is it positive, negative, or satirical?
• Assumptions:  What foundational principles or ideas does the author depend on? Are these principles open to challenge? Could your research contest them?
• Context:  In what academic, historical, or social context is the author writing? How does this influence their argument? Are they countering another viewpoint?
• Perspective:  This refers to the viewpoint the author holds regarding a specific argument, which encompasses their attitude and tone. What lens do they view through? What beliefs guide them?
• Line of reasoning (remember this from AP Seminar?):  How did the author arrive at their argument? Is there a “weak link” or a missing connection in this reasoning?
• Evidence used in a piece of text:  What sources does the author cite? Where did they acquire their information? You are fully permitted to utilize sources found in others' work as long as you cite both appropriately. (It’s also good practice to mention where you first found the source.)

Research Tips: 

• It’s beneficial and recommended to recognize these traits in more than just scholarly texts. Some aspects (like context) are applicable to images, videos, performances, and works of fiction as well. 
• If you are dealing with non-written sources, thorough analysis is equally essential. Evaluating an artistic work’s context, subject, structure, style, and aesthetic is necessary for “critical reading.” For further guidance, look into our AP Art History Guides!

Key Terms

• Abstract: An abstract is a brief summary of a research paper, thesis, or academic article that highlights the core points, methods, results, and conclusions of the work. It serves as a quick reference for readers to grasp the essence of the research without reading the entire document, which is vital for effective critical reading and assessing the work's relevance.
• Annotating: Annotating is the process of adding notes, comments, or explanations to a text to enhance understanding and retention. This practice involves highlighting key ideas, summarizing sections, and posing questions that deepen comprehension, making it an essential skill for critically engaging with written material.
• Highlighting: Highlighting is a reading strategy that involves marking important information in a text to enhance understanding and retention. This technique helps readers identify key concepts, main ideas, and supporting details, making it easier to review material later and engage with the content more effectively.
• Note-taking: Note-taking is the process of actively recording information from various sources, such as lectures, readings, or discussions, to enhance understanding and retention of the material. It involves organizing thoughts and ideas in a structured manner, making it easier to reference and study later. Effective note-taking captures key points and encourages critical thinking and synthesis of information, aiding deeper comprehension.
• Questioning: Questioning refers to the act of seeking information, clarification, or deeper understanding through inquiries. It plays a crucial role in critical reading as it encourages readers to actively engage with the text, assess its content, and analyze its implications, fostering a more meaningful comprehension of the material.
• Reading Aloud: Reading aloud is the act of vocalizing written text, allowing it to be heard rather than just read silently. This practice engages both the auditory and visual senses, enhancing comprehension and retention of information while fostering a deeper connection with the material being analyzed.
• Rereading: Rereading is the practice of reading a text multiple times to enhance understanding, retention, and critical analysis. This technique allows readers to uncover deeper meanings, recognize patterns, and engage more thoroughly with the material, ultimately improving comprehension and critical thinking skills.
• Scanning: Scanning is a reading technique that involves quickly looking through a text to locate specific information or keywords without focusing on every word. This method allows readers to efficiently identify relevant sections and data, making it a valuable strategy for understanding material with a specific purpose in mind.
• Skimming: Skimming is a reading technique used to quickly gather the main ideas and overall understanding of a text without detailed analysis. This approach allows readers to efficiently determine the relevance of the material to their specific purpose, helping them focus their time and energy on the most pertinent information.