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ERIC Number: EJ896252
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: As Provided
Reference Count: 13
ISSN: ISSN-1812-9129
Critical Reading: Using Reading Prompts to Promote Active Engagement with Text
Tomasek, Terry
International Journal of Teaching and Learning in Higher Education, v21 n1 p127-132 2009
The assignment of pre-class reading is a common practice in higher education. Typically, the purpose of this reading assignment is to expose students to background knowledge that will be useful in an upcoming class discussion or to introduce a topic that will be presented more directly by the instructor. However, numbers of undergraduates actually completing these assignments are very low (Ruscio, 2001). The purpose of this article is to describe a variety of reading/writing prompts that can be used to promote critical out-of-class reading by undergraduate students. Critical reading involves the art and science of analyzing and evaluating text while maintaining a view towards improving the nature of thought and one's subsequent actions (Paul & Elder, 2008). The prompts are organized into six categories: (1) identification of problem or issue, (2) making connections, (3) interpretation of evidence, (4) challenging assumptions, (5) making applications, and (6) taking a different point-of-view. The specific context of how to use and assign these reading/writing prompts and the subsequent benefits from their use will also be discussed.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A