critical engagement in academic english jaimie scanlon
TRANSCRIPT
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CRITICAL ENGAGEMENT IN ACADEMIC ENGLISH
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Jaimie Scanlon
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Strength Support Safety
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CRITICAL ENGAGEMENT IN ACADEMIC ENGLISH
http://www.flickr.com/photos/enerva/4302079406
Jaimie Scanlon
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CRITICALCRITICAL
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ENGAGEMENTENGAGEMENT
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http://slitech.files.wordpress.com/2010/06/engaged-students
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Critical Thinking and
Critical Engagement
Critical Thinking and
Critical Engagement
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BLOOM’S TAXONOMY
BLOOM’S TAXONOMY
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a. Bloom’s what? Never heard of it.
b. Hmm. . . Rings a bell. I have a vague memory of that.
c. I know it well. It’s like an old friend I’ve been meaning to contact.
d. Are you kidding? It’s practically my life philosophy!
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Source: Jessica Pilgreen
http://meandmylaptop.weebly.com/2/post/2012/07/simplified-blooms-taxonomy-visual.html
A few resources:http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomyhttp://d118.org/district/curriculum/initiatives/Blooms-taxonomy.pdf
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1SUMMARIZING:
“The Core” of Critical Engagement
John Goshert – Entering the Academic Conversation
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Students becomee__ __ __ __ __ __
on the content,
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develop skills for explaining information
accurately,
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anticipate their owncritical responses,
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and gainc_ _ _ _ _ _ _ _ _
to “enter the academic conversation.”
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SSS: reading skills, identifying main ideas, supporting info, identifying effective summaries, note-taking and text-marking skills, practice, reported speech, academic vocabulary
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http://www.flickr.com/photos/kinjosan/1671058402 --
Make it a habit.
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2ANALYZING:
Critical Literacy &Information Literacy
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Students examine how information is organized in
academic texts,
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how to determine the rel __ __ __ __ __ __ __ __
of sources,
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and focus onresearch ethics and scholarly
int __ __ __ __ __ __.
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http://www.flickr.com/photos/pethier/148314179
SSS: information literacy, compare rhetorical styles, distinguish between points/texts that are well/poorly supported, academic language
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Read/Listen with the grain.
Read/Listen against the grain.• Is the information accurate? well-supported?• Where is the author/speaker most convincing?• Which examples and evidence best support the author’s
claims?• Where has the author overlooked other perspectives or
avoided challenges to claims?
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Make it a habit.
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3EVALUATING:
Focusing on v_ _ _ _ _
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Students distinguish between
factsand
o__ __ __ __ __ __ __,
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examine content in the context of their own
values and beliefs,
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react and respond to ideas; express and s__ __ __ __ __ __ their own opinions.
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http://www.flickr.com/photos/pethier/148314179
SSS: materials selection: compelling, current, relevant, targeted work on rhetorical “moves”, supporting opinions, academic language
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Read/Listen with the grain.
Read/Listen against the grain.• Where do you agree/disagree, and why?
• How does the author/speaker encourage you to think differently or change your mind about an issue?
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“This purposeful summary–response process motivates [students] to break free of simplistic commentary (“I liked it,” “I don’t agree,” and so on) and express [themselves] with meaningful, active participation in an academic conversation.”
John Goshert, Entering the Academic Conversation
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Three-column Reading LogQuotation Summary ResponseCritical engagement requires students to go beyond reporting on a text and assume a positionof authority from which they can ask questions, examine details, agree and disagree knowledgably, and provide their responses. Careful, active, critical reading and accuratesummary give them the foundation from which they can respond credibly and fully engage with the text. The engaged response is an opportunity to participate with the source in the academic conversation. (page 109)
Through critical engagement with academic texts, students become authorities and active participants in the academic conversation.
Goshert’s suggested model is intended to empower students. He does not underestimate their potential to become authorities – How do cultural factors and ingrained educational paradigms come into play?
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Make it a habit.
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4CREATING:
Expanding on ideas and generating new ones
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Students learn to takein __ __ __ __ __ __ __ __
to solve problems,
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take a__ __ __ __ __ based on what they’ve
learned,
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cnd carry learning beyond the classroom into the r__ __ __-w__ __ __ __
context.
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http://www.flickr.com/photos/pethier/148314179
SSS: real-world tasks, social responsibility, community involvement, vision
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http://www.flickr.com/photos/nordique/4346766797
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5ASSUMING A POSITION
OF AUTHORITY :Joining the academic
conversation
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Source: The Courage to Teach, Parker Palmer
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Source: The Courage to Teach, Parker Palmer
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Take it slow.
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CRITICAL ENGAGEMENT IN ACADEMIC ENGLISH
http://www.flickr.com/photos/enerva/4302079406
Jaimie Scanlon