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ERIC Number: ED381782
Record Type: RIE
Publication Date: 1993-Jun-20
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Developing Thinking Skills through Literature.
Cobine, Gary R.
A critical reader "does more than simply soak up bits and pieces of information." He applies a personal reserve of knowledge and experience to a text to ascribe possible meanings. In other words, he interprets. In addition, he compares his own values and beliefs with those suggested to him by a text and defends them, if necessary. In other words, he argues. Moreover, he often organizes his personal response by classifying or comparing possible meanings and then generalizes about comprehensive meaning. In other words, he infers. Finally, he analyzes the author's ideas, information, tactics and then predicts the author's semantic direction. In other words, he speculates. These behaviors suggest that interpretation, argumentation, inference, and speculation are a reader's higher-order concerns. Through a literature workshop method, a teacher must help students through these various stages. A student in the motivation stage, for instance, needs sufficient background on a reading topic to begin interpretation. In a workshop, study of a piece of literature can be individualized through certain activities. In a reading log, the student might write about what she already knows about the topic--in the case of "Fahrenheit 451" about censorship, or in the case of "Great Expectations" about nontraditional households. Other reading stages are similarly facilitated. As the critical reading of literature becomes normal practice through both the individualized-study and the core-study activities, thinking becomes habitual for students. (TB)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Reading Uses