{"product_id":"critical-reading-across-the-curriculum-volume-1-isbn-9781119154877","title":"Critical Reading Across the Curriculum, Volume 1","description":"\u003cp\u003e\u003cb\u003ePowerful strategies, tools, and techniques for educators teaching students critical reading skills in the humanities.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEvery educator understands the importance of teaching students how to read critically. Even the best teachers, however, find it challenging to translate their own learned critical reading practices into explicit strategies for their students. \u003ci\u003eCritical Reading Across the Curriculum: Humanities, Volume 1 \u003c\/i\u003epresents exceptional insight into what educators require to facilitate critical and creative thinking skills.\u003c\/p\u003e \u003cp\u003eWritten by scholar-educators from across the humanities, each of the thirteen essays in this volume describes strategies educators have successfully executed to develop critical reading skills in students studying the humanities. These include ways to help students:\u003c\/p\u003e \u003cul\u003e \u003cli\u003efocus\u003c\/li\u003e \u003cli\u003eactively re-read and reflect, to re-think, and re-consider\u003c\/li\u003e \u003cli\u003eunderstand the close relationship between reading and writing\u003c\/li\u003e \u003cli\u003ebecome cognizant of the critical importance of context in critical reading and of making contextual connections\u003c\/li\u003e \u003cli\u003elearn to ask the right questions in critical reading and reasoning\u003c\/li\u003e \u003cli\u003eappreciate reading as dialogue, debate, and engaged conversation\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eIn addition, teachers will find an abundance of innovative exercises and activities encouraging students to practice their critical reading skills. These can easily be adapted for and applied across many disciplines and course curricula in the humanities.\u003c\/p\u003e \u003cp\u003eThe lifelong benefits of strong critical reading skills are undeniable. Students with properly developed critical reading skills are confident learners with an enriched understanding of the world around them. They advance academically and are prepared for college success. This book arms educators (librarians, high school teachers, university lecturers, and beyond) with the tools to teach a most paramount lesson.\u003c\/p\u003e \u003cp\u003eNotes on contributors ix\u003c\/p\u003e \u003cp\u003ePreface xiii\u003c\/p\u003e \u003cp\u003eAcknowledgments xvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I Frameworks and Approaches 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Reading Responsively, Reading Responsibly: An Approach to Critical Reading 3\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eRobert DiYanni\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eBeing Critical 4\u003c\/p\u003e \u003cp\u003eResponsible Reading, Responsive Reading 6\u003c\/p\u003e \u003cp\u003eA Framework for Critical Reading 7\u003c\/p\u003e \u003cp\u003eDemonstration – E. B. White on the Moonwalk 12\u003c\/p\u003e \u003cp\u003eApplication – Lincoln’s Gettysburg Address 17\u003c\/p\u003e \u003cp\u003eReflective Reading – Reading and Living 21\u003c\/p\u003e \u003cp\u003eReferences 23\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Reciprocal Acts: Reading and Writing 24\u003cbr\u003e\u003c\/b\u003e\u003ci\u003ePat C. Hoy ii\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eAStoryofNecessity 24\u003c\/p\u003e \u003cp\u003eActs of Conception 25\u003c\/p\u003e \u003cp\u003eWorking from Images 26\u003c\/p\u003e \u003cp\u003eRemembering Spontaneity 31\u003c\/p\u003e \u003cp\u003eGetting More Systematic 34\u003c\/p\u003e \u003cp\u003eMerging What and How 41\u003c\/p\u003e \u003cp\u003eWriting as Representation, Writing as Composition 47\u003c\/p\u003e \u003cp\u003eReferences 48\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 A Shared Horizon: Critical Reading and Digital Natives 49\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAnton Borst\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCritically Reading the Digital Native 51\u003c\/p\u003e \u003cp\u003eResponding to the Digital Native 53\u003c\/p\u003e \u003cp\u003eA Shared Horizon 55\u003c\/p\u003e \u003cp\u003eDevices, Screens, and Digital Native Reading Practices 56\u003c\/p\u003e \u003cp\u003eConclusion 59\u003c\/p\u003e \u003cp\u003eReferences 60\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II Critical Reading in the Disciplines 63\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Critical Reading and Thinking: Rhetoric and Reality 65\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eLawrence Scanlon\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eRhetorical Challenges 67\u003c\/p\u003e \u003cp\u003eWays of Reading 70\u003c\/p\u003e \u003cp\u003eLogos, Ethos, Pathos 70\u003c\/p\u003e \u003cp\u003eDemonstration: Annotating a Speech 71\u003c\/p\u003e \u003cp\u003eEverything’s an Argument: No It’s Not! Yes It Is! 74\u003c\/p\u003e \u003cp\u003eA Suite of Exercises 77\u003c\/p\u003e \u003cp\u003eConclusion 81\u003c\/p\u003e \u003cp\u003eNotes 82\u003c\/p\u003e \u003cp\u003eReferences 82\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 The Community of Literature: Teaching Critical Reading and Creative Reflection 85\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAdrian Barlow\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eWays of Reading 85\u003c\/p\u003e \u003cp\u003eTextual Conversations – Critical Dialogue 88\u003c\/p\u003e \u003cp\u003eRe-reading and Creative Reflection 91\u003c\/p\u003e \u003cp\u003eDemonstration – Hardy’s “In a Museum” 93\u003c\/p\u003e \u003cp\u003eBroadening Context 95\u003c\/p\u003e \u003cp\u003eApplication – Middlemarch, Chapter XXIX 96\u003c\/p\u003e \u003cp\u003eContemporary Contexts 99\u003c\/p\u003e \u003cp\u003eNotes 102\u003c\/p\u003e \u003cp\u003eReferences 102\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Approaching Intellectual Emancipation: Critical Reading in Art, Art History, and Wikipedia 104\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAmy K. Hamlin\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReconsidering Wikipedia 104\u003c\/p\u003e \u003cp\u003eReading Art: The Visual Analysis 109\u003c\/p\u003e \u003cp\u003eReading Art History: The Annotated Bibliography 113\u003c\/p\u003e \u003cp\u003eReading Wikipedia: The Comparative Analysis 119\u003c\/p\u003e \u003cp\u003eChain Reactions 121\u003c\/p\u003e \u003cp\u003eNotes 121\u003c\/p\u003e \u003cp\u003eReferences 122\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Teaching Critical Reading of Historical Texts 123\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eMichael Hogan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eBasic Matters 123\u003c\/p\u003e \u003cp\u003eChallenges for Teachers 124\u003c\/p\u003e \u003cp\u003eThree Kinds of Reading 125\u003c\/p\u003e \u003cp\u003eSelecting Historical Documents for Analysis 126\u003c\/p\u003e \u003cp\u003eMarking and Preparing Historical Documents 128\u003c\/p\u003e \u003cp\u003eReading Abraham Lincoln’s House Resolutions December 22, 1847 131\u003c\/p\u003e \u003cp\u003eReading Martin Luther King, Jr.’s Speech Opposing the Vietnam War 136\u003c\/p\u003e \u003cp\u003eConclusion 138\u003c\/p\u003e \u003cp\u003eSome Useful Sources for Critical Reading in History 139\u003c\/p\u003e \u003cp\u003eReferences 140\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Philosophy and the Practice of Questioning 141\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eMatt Statler\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eQuestioning Toward Truth 141\u003c\/p\u003e \u003cp\u003eHow Do We Come to Know Anything at All? 142\u003c\/p\u003e \u003cp\u003eToward Practical Wisdom 149\u003c\/p\u003e \u003cp\u003eSo What? The Effects of Reading Philosophy Critically 155\u003c\/p\u003e \u003cp\u003eNotes 156\u003c\/p\u003e \u003cp\u003eReferences 157\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Engaging Religious Texts 158\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eThomas Petriano\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e“Pay Attention!” 158\u003c\/p\u003e \u003cp\u003eReading as an Embodied and Dialogic Act 159\u003c\/p\u003e \u003cp\u003eInsights from the Religions 161\u003c\/p\u003e \u003cp\u003eThe Three Worlds of Religious Texts 166\u003c\/p\u003e \u003cp\u003ePractices for Engaging Religious and Theological Texts 168\u003c\/p\u003e \u003cp\u003eConclusion 171\u003c\/p\u003e \u003cp\u003eReferences 172\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Gender Studies as a Model for Critical Reading 174\u003cbr\u003e\u003c\/b\u003e\u003ci\u003ePamela Burger\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eGender Studies and Critical Reading 175\u003c\/p\u003e \u003cp\u003eDeconstructing Gender 177\u003c\/p\u003e \u003cp\u003eDocumentary Project 178\u003c\/p\u003e \u003cp\u003eStaging the Documentary Project 180\u003c\/p\u003e \u003cp\u003eAesthetic Distance and Ironic Images of Gender 183\u003c\/p\u003e \u003cp\u003eMelanie Pullen’s High Fashion Crime Scenes and Cindy Sherman’s \u003ci\u003eCenterfolds, \u003c\/i\u003e1981185\u003c\/p\u003e \u003cp\u003eReferences 189\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Reading and Teaching Films 190\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eWilliam V. Costanzo\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003ePersonal Response 191\u003c\/p\u003e \u003cp\u003eAnalyzing Story 192\u003c\/p\u003e \u003cp\u003eBasic Film Terms 194\u003c\/p\u003e \u003cp\u003eFormal Analysis 197\u003c\/p\u003e \u003cp\u003eGenre Analysis 199\u003c\/p\u003e \u003cp\u003eCultural Analysis 201\u003c\/p\u003e \u003cp\u003eHistorical Analysis 203\u003c\/p\u003e \u003cp\u003eRepresentation in Film 205\u003c\/p\u003e \u003cp\u003eFilm Theory 205\u003c\/p\u003e \u003cp\u003eExercises 206\u003c\/p\u003e \u003cp\u003eReferences 209\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Thinking Through Drama 210\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eLouis Scheeder\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eDrama and Argument 210\u003c\/p\u003e \u003cp\u003eThe Classical Studio 214\u003c\/p\u003e \u003cp\u003eThe Structure of Verse 215\u003c\/p\u003e \u003cp\u003eFollowing the Verse 217\u003c\/p\u003e \u003cp\u003eExercises 220\u003c\/p\u003e \u003cp\u003eConclusion 221\u003c\/p\u003e \u003cp\u003eReferences 222\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Approaches to Reading and Teaching Pop Songs 223\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eThomas M. Kitts\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003ePopular Music and Its Contexts 223\u003c\/p\u003e \u003cp\u003eReading a Pop Song 224\u003c\/p\u003e \u003cp\u003eWriting about Music 228\u003c\/p\u003e \u003cp\u003eCritical Reading: Theodor Adorno’s Criticism of Pop Music 231\u003c\/p\u003e \u003cp\u003eSocially Conscious Music 232\u003c\/p\u003e \u003cp\u003eAdditional Writing Assignments 235\u003c\/p\u003e \u003cp\u003eConclusion 236\u003c\/p\u003e \u003cp\u003eReferences 237\u003c\/p\u003e \u003cp\u003eIndex 239\u003c\/p\u003e \u003cp\u003eRobert DiYanni is an adjunct professor of humanities and an instructional consultant at the Center for the Advancement of Teaching at New York University. In these capacities he teaches courses on critical thinking, interdisciplinary humanities, commerce and culture, and business and its publics, and conducts workshops and consultations with faculty throughout the university on aspects of pedagogical practice. Before coming to NYU, Dr. DiYanni taught at Queens College and Pace University and as a visiting professor at Harvard. He also served, for ten years, as Director of International Services at The College Board.\u003c\/p\u003e \u003cp\u003eEvery educator understands the importance of teaching students how to read critically. Even the best teachers, however, find it challenging to translate their own learned critical reading practices into explicit strategies for their students. \u003ci\u003eCritical Reading Across the Curriculum: Humanities, Volume 1 \u003c\/i\u003epresents exceptional insight into what educators require to facilitate critical and creative thinking skills.\u003c\/p\u003e \u003cp\u003eWritten by scholar-educators from across the humanities, each of the thirteen essays in this volume describes strategies educators have successfully executed to develop critical reading skills in students studying the humanities. These include ways to help students:\u003c\/p\u003e \u003cul\u003e \u003cli\u003efocus\u003c\/li\u003e \u003cli\u003eactively re-read and reflect, to re-think, and re-consider\u003c\/li\u003e \u003cli\u003eunderstand the close relationship between reading and writing\u003c\/li\u003e \u003cli\u003ebecome cognizant of the critical importance of context in critical reading and of making contextual connections\u003c\/li\u003e \u003cli\u003elearn to ask the right questions in critical reading and reasoning\u003c\/li\u003e \u003cli\u003eappreciate reading as dialogue, debate, and engaged conversation\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eIn addition, teachers will find an abundance of innovative exercises and activities encouraging students to practice their critical reading skills. These can easily be adapted for and applied across many disciplines and course curricula in the humanities.\u003c\/p\u003e \u003cp\u003eThe lifelong benefits of strong critical reading skills are undeniable. Students with properly developed critical reading skills are confident learners with an enriched understanding of the world around them. They advance academically and are prepared for college success. This book arms educators (librarians, high school teachers, university lecturers, and beyond) with the tools to teach a most paramount lesson.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989007220965,"sku":"NP9781119154877","price":38.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119154877.jpg?v=1761782407","url":"https:\/\/k12savings.com\/products\/critical-reading-across-the-curriculum-volume-1-isbn-9781119154877","provider":"K12savings","version":"1.0","type":"link"}