Writer’s Workshop #4: Know Your Stuff

By Beth Oyler, Writing Consultant

At the Writing Center we talk about writing with students all the time. It’s what we do for (at least) 40 hours a week. When students approach us, though, I sometimes wonder if they might be asking the wrong questions. Becoming a proficient writer is, of course, an important skill you’ll learn in higher education. But before you can write a phenomenal paper, you have to—simply put—know your stuff, which starts with strong critical reading skills. How we approach reading as scholars matters; if you are able to become adept at critically reading, your writing will improve. Trust me!

Think about the last article or piece of research you read. How did you approach that text? If you’re like me, you probably have a stack of reading material you need to get through when you find a little time after work or between other commitments. Time crunches like this can cause us to rush through research, reading just to get through it. Instead, we need to be aware of what type of reading we should be tapping into.

To get technical for a minute, there are two different types of reading, as discussed by Rosenblatt (1982):

Aesthetic reading: Reading to gain the feeling of a text, often referred to as reading for pleasure.

Efferent reading: Reading to use and apply information from a text, like reading for academics.

Essentially, what this means is that when we read for academics (e.g., required course readings and research) we are practicing efferent reading: We plan to use what we learn in a discussion post, paper, presentation, or capstone section. Aesthetic reading is how we usually read the rest of the time (e.g., magazines, novels, newspapers, and blog posts).

Many students, however, don’t think about the difference between aesthetic and efferent reading. It’s an easy distinction to miss; when it’s late at night and we are pressed for time, we often worry more about the end result of assignments—the actual writing we have to produce—than focusing on our reading.

Next time you tackle an assigned reading or a research article, remind yourself that you have a purpose. 

Start out using this checklist to help you stay focused:

1. Background: What do I already know about this topic?
2. Gap: What do I want to know about this topic?
3. Purpose: What is my purpose in reading this text?
4. Use: How might this text be useful for me in the future?

Use these questions as a starting point. Staying focused as you read and anticipating how your reading will be applicable will make it easier when you are ready to write. You’ll be able to recall the information and better connect it to other research you’ve read.

The idea that you’ll need to connect information to other research is a new concept for many students. It really is essential that you make those connections as early as possible, though. So, if you’ve used the questions above and are ready for a new challenge, move on to these more advanced critical reading questions:

1.  How does this author create his or her credibility? Do the logic and methods seem consistent, valid, and unbiased?
2. How does this topic relate to other research I’ve read? Does the author agree or disagree with other research in the field?
3. How do this author’s ideas relate to my own perspective? Do I agree or disagree? Why or why not?

The key is to be thinking as you read. Your answers to these questions should appear in your notes, ensuring that you are analyzing and not just summarizing the information.

Try using these questions for your next reading, and let us know what you think. Do they work? Do you have other ways you keep focused as you read? How are you able to stay a critical and engaged reader?

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Reference

Rosenblatt, L. M. (1982). The literary transaction: Evocation and response. Theory Into Practice, 21(4), 268-277. doi:10.1080/00405848209543018

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