{"product_id":"critical-reading-across-the-curriculum-volume-2-isbn-9781119155263","title":"Critical Reading Across the Curriculum, Volume 2","description":"\u003cp\u003e\u003cb\u003eProvides educators with practical strategies, tools, and techniques for teaching critical reading skills to students in the social and natural sciences.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eStrong critical reading skills are an essential part of any student’s academic success. Teaching these vital skills requires educators to develop and implement effective teaching strategies, often based on their own critical reading practices. \u003ci\u003eCritical Reading Across the Curriculum, Volume 2: Social and Natural Sciences\u003c\/i\u003e provides educators with expert insights, real-world methods, and proven strategies to build critical reading skills in students across disciplines. Drawing from the experience of seasoned classroom practitioners, this book presents a dozen essays that offer various applications of critical reading best practices in fields such as anthropology, biology, economics, engineering, political science, and sociology. \u003c\/p\u003e \u003cp\u003eClear, jargon-free chapters identify, explain, and illustrate best teaching practices for critical reading. Containing numerous practical examples and demonstrations, essays written by experts in their respective fields explain what critical reading requires for their discipline, as well as how to teach those skills in the classroom. Every essay includes a host of pedagogical activities, assignments, and projects that can be used directly or adapted for diverse teaching applications. This valuable book helps educators:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eDevelop the skills students need to ask the right questions, consider sources, assess evidence, evaluate arguments, and reason critically\u003c\/li\u003e \u003cli\u003eEncourage students to practice critical reading skills with engaging exercises and activities\u003c\/li\u003e \u003cli\u003eTeach students to establish context and identify contextual connections\u003c\/li\u003e \u003cli\u003eExplain how to read for arguments, including content-based and conceptual arguments\u003c\/li\u003e \u003cli\u003eAdapt and apply teaching strategies to various curricula and disciplines\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e\u003ci\u003eCritical Reading Across the Curriculum, Volume 2: Social and Natural Sciences\u003c\/i\u003e is an ideal resource for educators in a wide range of areas, such as college and high school instructors in science and social science disciplines and instructors of graduate education courses.\u003c\/p\u003e \u003cp\u003eNotes on Contributors ix\u003c\/p\u003e \u003cp\u003ePreface xiii\u003c\/p\u003e \u003cp\u003eAcknowledgments xviii\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Reading Like an Anthropologist 1\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eNoelle Molé Liston\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eAnthropology as Over‐the‐Shoulder Reading 1\u003c\/p\u003e \u003cp\u003eEmpathetic Reading 4\u003c\/p\u003e \u003cp\u003eReading for Argument 7\u003c\/p\u003e \u003cp\u003eTowards Non‐Linear Reading and Representations of Texts 7\u003c\/p\u003e \u003cp\u003eReading for Content‐Based Argument versus Conceptual Argument 9\u003c\/p\u003e \u003cp\u003eReading Context as Argument 11\u003c\/p\u003e \u003cp\u003eEstablishing Context: An Example 12\u003c\/p\u003e \u003cp\u003eReading Media Sources Like an Anthropologist 13\u003c\/p\u003e \u003cp\u003eClassroom Activity: Competing Contextual Arguments 16\u003c\/p\u003e \u003cp\u003eReferences 17\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Developing Proficiency in Economics Through Critical Reading 18\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAnna Shostya and Joseph C. Morreale\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eEconomics and Critical Reading 18\u003c\/p\u003e \u003cp\u003eHansen’s Proficiencies and Critical Reading 20\u003c\/p\u003e \u003cp\u003eReading as an Economist 21\u003c\/p\u003e \u003cp\u003eConcluding Thoughts 38\u003c\/p\u003e \u003cp\u003eReferences 39\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Searching for Story: Reading in Science 41\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAndrea McKenzie and Eric Brenner\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eBuilding Reading Skills in High School 43\u003c\/p\u003e \u003cp\u003eReading in the First Year of College and Beyond 45\u003c\/p\u003e \u003cp\u003eReading an Experimental Report 45\u003c\/p\u003e \u003cp\u003eFrom Reading to Writing 55\u003c\/p\u003e \u003cp\u003eNotes 56\u003c\/p\u003e \u003cp\u003eReferences 56\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 How to Read a Photograph, a Passport, a Product Sample, and a Patent: Teaching with STEM\u003c\/b\u003e \u003cb\u003eArchives 58\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eLindsay Anderberg\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eHow to Read a Photograph 60\u003c\/p\u003e \u003cp\u003eClassroom Implementation and Activities 62\u003c\/p\u003e \u003cp\u003eQuestion Set 1 63\u003c\/p\u003e \u003cp\u003eQuestion Set 2 64\u003c\/p\u003e \u003cp\u003eHow to Read a Passport 66\u003c\/p\u003e \u003cp\u003eHow to Read a Product Sample 70\u003c\/p\u003e \u003cp\u003eHow to Read a Patent 73\u003c\/p\u003e \u003cp\u003eActivity Modifications and Student Reactions 76\u003c\/p\u003e \u003cp\u003eQuestion Set 1 for EWP Courses 77\u003c\/p\u003e \u003cp\u003eConclusion 80\u003c\/p\u003e \u003cp\u003eReferences 80\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Critical Reading in Political Science 81\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eMichael Busch and Garri Rivkin\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eWhat is Critical Reading in Political Science? 82\u003c\/p\u003e \u003cp\u003eTeaching Critical Reading in Theory 85\u003c\/p\u003e \u003cp\u003eTeaching Critical Reading in Practice 90\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Minor Data: Reading the “Smart” City Through Engaged Pedagogy 100\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eGregory T. Donovan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReading What is Legible and Illegible in the Smart City 102\u003c\/p\u003e \u003cp\u003eEngaging Difference Through Critical Service‐Learning 105\u003c\/p\u003e \u003cp\u003eLearning and Design Practices 106\u003c\/p\u003e \u003cp\u003eMinor Data in Practice: Reading Race in Lincoln Center 111\u003c\/p\u003e \u003cp\u003eConclusion 113\u003c\/p\u003e \u003cp\u003eAcknowledgements 114\u003c\/p\u003e \u003cp\u003eNotes 114\u003c\/p\u003e \u003cp\u003eReferences 115\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Critical Reading in Sociology: Developing Confidence to Know the World 117\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eJesse Goldstein\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eAssignment 1: In‐Depth Interviews as a Model for Critical Dialogue 118\u003c\/p\u003e \u003cp\u003eAssignment 2: Artifact Analysis 121\u003c\/p\u003e \u003cp\u003eAssignment 3: Literature Analysis 124\u003c\/p\u003e \u003cp\u003eAssignment 4: Reverse Outline 129\u003c\/p\u003e \u003cp\u003eConclusion: Always More Work to Be Done, Never Enough Time to Do It 130\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Critical Reading in Business Education 132\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eRobert Lyon\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eStrategic Critical Reading 133\u003c\/p\u003e \u003cp\u003eStrategic Critical Reading in the Social Sciences 136\u003c\/p\u003e \u003cp\u003eConclusion 150\u003c\/p\u003e \u003cp\u003eReferences 151\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 How to Read a Scientific Article: The QDAFI Method of Structured Relevant Gist 152\u003cbr\u003e\u003c\/b\u003e\u003ci\u003ePascal Wallisch\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eExpert and Non‐Expert Readers 152\u003c\/p\u003e \u003cp\u003eThe QDAFI Method: An Overview 154\u003c\/p\u003e \u003cp\u003eBenefits of the QDAFI Method 160\u003c\/p\u003e \u003cp\u003eA Demonstration 161\u003c\/p\u003e \u003cp\u003eConclusion 163\u003c\/p\u003e \u003cp\u003eAcknowledgments 163\u003c\/p\u003e \u003cp\u003eReferences 164\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 A Political Science Pedagogy of Critical Cosmopolitanism 165\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eMichael S. Rodriguez\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 165\u003c\/p\u003e \u003cp\u003eExercise 1: The Method of Substantiation 166\u003c\/p\u003e \u003cp\u003eExercise 1 Continued: Intellectual Empathy and Tacit Intellectual Wisdom 168\u003c\/p\u003e \u003cp\u003eExercise 2: Global Awareness as Pedagogy 170\u003c\/p\u003e \u003cp\u003eExercise 3: Combining Approaches 172\u003c\/p\u003e \u003cp\u003eTheoretical Background 172\u003c\/p\u003e \u003cp\u003eThe Pedagogy of Cosmopolitanism 174\u003c\/p\u003e \u003cp\u003eConclusion 177\u003c\/p\u003e \u003cp\u003eReferences 177\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Text(ured) Considerations: Critical Reading in its Digital and Social Contexts 179\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eKiersten Greene\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 179\u003c\/p\u003e \u003cp\u003eThinking Aloud 181\u003c\/p\u003e \u003cp\u003eDigital Annotation 186\u003c\/p\u003e \u003cp\u003eReading the Room for Equity 190\u003c\/p\u003e \u003cp\u003eFinal Thoughts 195\u003c\/p\u003e \u003cp\u003eReferences 195\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Transparency, Encouragement, and Autonomy: Teaching Critically Engaged Reading in Sociology 197\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDeborah Gambs\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLeveling the Playing Field Through Transparency 199\u003c\/p\u003e \u003cp\u003eEncouraging Deep Reading 205\u003c\/p\u003e \u003cp\u003eTeaching with Your Mouth Shut 210\u003c\/p\u003e \u003cp\u003eConclusion 212\u003c\/p\u003e \u003cp\u003eReferences 212\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Critical Reading with STS: Interdisciplinary Inspiration for the Science Classroom 214\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eChristopher Leslie\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 214\u003c\/p\u003e \u003cp\u003ePower and the Social Construction of Science and Technology 218\u003c\/p\u003e \u003cp\u003eDarwin and Melville: A Pedagogical Case Study 222\u003c\/p\u003e \u003cp\u003eConclusion 230\u003c\/p\u003e \u003cp\u003eReferences 231\u003c\/p\u003e \u003cp\u003eIndex 233\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eANTON BORST, P\u003csmall\u003eH\u003c\/small\u003eD,\u003c\/b\u003e is an instructional consultant and faculty developer at NYU's center for teaching and learning, and has taught literature and writing at Hunter College, Baruch College, and Pace University. He is co-editor with Robert DiYanni of??\u003ci\u003eCritical Reading Across the Curriculum, Volume I: Humanities\u003c\/i\u003e. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eROBERT DiYANNI, P\u003csmall\u003eH\u003c\/small\u003eD,\u003c\/b\u003e is a professor of Humanities at New York University and an instructional consultant at NYU's center for teaching and learning. He is author of \u003ci\u003eCritical and\u003c\/i\u003e \u003ci\u003eCreative\u003c\/i\u003e \u003ci\u003eThinking: A Brief Guide for Teachers\u003c\/i\u003e and co-editor with Anton Borst of \u003ci\u003eCritical Reading Across the Curriculum, Volume I: Humanities\u003c\/i\u003e.   \u003c\/p\u003e\u003cp\u003e\u003cb\u003eProvides educators with practical strategies, tools, and techniques for teaching critical reading skills to students in the social and natural sciences.\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eStrong critical reading skills are an essential part of any student's academic success. Teaching these vital skills requires educators to develop and implement effective teaching strategies, often based on their own critical reading practices. \u003ci\u003eCritical Reading Across the Curriculum, Volume 2: Social and Natural Sciences\u003c\/i\u003e provides educators with expert insights, real-world methods, and proven strategies to build critical reading skills in students across disciplines. Drawing from the experience of seasoned classroom practitioners, this book presents a dozen essays that offer various applications of critical reading best practices in fields such as anthropology, biology, economics, engineering, political science, and sociology. \u003c\/p\u003e\u003cp\u003eClear, jargon-free chapters identify, explain, and illustrate best teaching practices for critical reading. Containing numerous practical examples and demonstrations, essays written by experts in their respective fields explain what critical reading requires for their discipline, as well as how to teach those skills in the classroom. Every essay includes a host of pedagogical activities, assignments, and projects that can be used directly or adapted for diverse teaching applications. This valuable book helps educators: \u003c\/p\u003e\u003cul\u003e \u003cli\u003eDevelop the skills students need to ask the right questions, consider sources, assess evidence, evaluate arguments, and reason critically\u003c\/li\u003e \u003cli\u003eEncourage students to practice critical reading skills with engaging exercises and activities\u003c\/li\u003e \u003cli\u003eTeach students to establish context and identify contextual connections\u003c\/li\u003e \u003cli\u003eExplain how to read for arguments, including content-based and conceptual arguments\u003c\/li\u003e \u003cli\u003eAdapt and apply teaching strategies to various curricula and disciplines\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e\u003ci\u003eCritical Reading Across the Curriculum, Volume 2: Social and Natural Sciences\u003c\/i\u003e is an ideal resource for educators in a wide range of areas, such as college and high school instructors in science and social science disciplines and instructors of graduate education courses.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989007483109,"sku":"NP9781119155263","price":37.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119155263.jpg?v=1761782411","url":"https:\/\/k12savings.com\/es\/products\/critical-reading-across-the-curriculum-volume-2-isbn-9781119155263","provider":"K12savings","version":"1.0","type":"link"}